School belonging and math attitudes among high school students in advanced math |
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| Institution: | 1. Northern Illinois University, DeKalb, IL, USA;2. Sun Yat-sen University, Kaohsiung, Taiwan;3. Kaohsiung Medical University, Kaohsiung, Taiwan;4. Australian Catholic University, Brisbane, Australia;1. Martin Buber Society of Fellows, Hebrew University, Israel;2. Department of African Languages, Makerere University, Uganda;3. Department of General Linguistics, Stellenbosch University, South Africa;1. Centre for Educational and Social Studies, Mexico City, Mexico;2. The World Bank, 1818 H Street N.W., Washington DC 20433, USA;1. 167 Ferry Street, School of Social Work, University of Windsor, Windsor, Ontario, N9A0C5, Canada;2. University of Windsor, Ontario, Canada |
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| Abstract: | This study used the Trends in International Math Science (TIMSS) 2015 Advanced data from nine countries to examine the relationship between students’ sense of school belonging and their attitudes towards mathematics, and the extent to which student gender moderated these relationships. Results showed that students’ sense of school belonging emerged as a statistically significant, positive predictor of students’ liking and valuing of mathematics. For most countries, no significant moderating effect of student gender was observed. However, among Portuguese students, the relationship between students’ sense of school belonging and each attitude measure was stronger for males than for females. |
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| Keywords: | Educational environment School climate Learning environment Secondary school mathematics Attitudes |
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