The Role of Mathematics Engagement as a Mediator in the Relationship among Attribution for Failure, Mathematics Self-Efficacy, and Mathematics Performance
Date
2016
Authors
Moore, Silvia E.
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Abstract
The purpose of this study was to validate the existence of a three-dimensional mathematics engagement model, and to examine the mediating effects of mathematics engagement on the relationships among attribution for failure, mathematics self-efficacy, and mathematics performance, while controlling for gender, ethnicity, and economic, social, and cultural status (ESCS). The study used survey items from the 2012 Program for International Student Assessment (PISA) comprising responses from a sample of 4,978 fifteen-year-old students. The results revealed that the three-dimensional mathematics engagement model was confirmed: Mathematics engagement was shown to have a marginal mediating role in the relationships among attribution for failure, mathematics self-efficacy, and mathematics performance. Supplementary analysis revealed differences in attribution for failure, mathematics self-efficacy, mathematics engagement, and mathematics performance exist by gender, ethnicity, and ESCS. Overall, this study showed support for conceptualizing mathematics engagement as a three-dimensional construct and its role as a mediating variable. This line of research has the potential to provide compelling data to understand how student engagement—and the differing patterns of student engagement—are associated with outcomes and have implications for future research and practice.
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Keywords
Education, Mathematics, Attributions, Engagement, Mathematics, Self-Efficacy