Journal ArticleDOI
A semantic differential instrument for measuring attitude toward mathematics
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In this paper, a semantic differential was developed to measure attitude toward mathematics, which was compared with a Likert type attitude instrument constructed by Aiken and Dreger (1, 2).Abstract:
A semantic differential was developed to measure attitude toward mathematics. This instrument was contrasted with a Likert type attitude instrument constructed by Aiken and Dreger (1, 2). There were 68 male and female subjects, all of whom were non-mathematics majors enrolled in a required doctoral level statistics class in the College of Education of a large state university in the southwest. The correlation between the two instruments was r = .90. It was concluded that the semantic differential constructed for this study was as effective a measure of attitude toward mathematics as the Likert type instrument. Analysis of the data also indicated that people possessing favorable and unfavorable attitudes toward mathematics differed to the greatest extent on the evaluative scales of the semantic differential, thus lending construct validity to the semantic differential.read more
Citations
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Update on Attitudes and Other Affective Variables in Learning Mathematics
TL;DR: A comprehensive review of research on attitudes toward mathematics covering the decade of the 1960's was published (Aiken, 1970) and during the five years since that review was written, more dissertations and articles pertaining to this topic have appeared than in the entire preceding ten years.
Journal ArticleDOI
Effects of Matching and Mismatching Minority Developmental College Students' Hemispheric Preferences on Mathematics Scores.
TL;DR: This paper employed a broadly conceived model based on the identification of each student's hemisphericity and matching learning-style characteristics with congruent and incongruent instructional strategies.
The Attitudes toward Mathematics Instrument.
TL;DR: In this article, the authors developed an instrument to measure students' attitudes toward mathematics (ATMI) and to find the underlying dimensions that comprise the ATMI, including value, anxiety, motivation, confidence, enjoyment, and adults' perspectives.
The development of a mathematics confidence scale and its application in the study of confidence in women college students
TL;DR: The results showed that the performance of the students in Group 5 were higher than those of any other group as discussed by the authors, and that the percentage of students answering the items correctly was also examined pair-wise across forms.
Journal ArticleDOI
Instruments for Assessing Reading Attitudes: A Review of Research and Bibliography.
TL;DR: A review focusing on recent literature related to development of scales for measuring reading attitudes can be found in this paper, under the headings of self-report instruments, direct observation, and direct observation.
References
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Book
A technique for the measurement of attitudes
TL;DR: The instrument to be described here is not, however, indirect in the usual sense of the word; it does not seek responses to items apparently unrelated to the attitudes investigated, and seeks to measure prejudice in a manner less direct than is true of the usual prejudice scale.
Book
The Measurement of Meaning
TL;DR: In this article, the authors deal with the nature and theory of meaning and present a new, objective method for its measurement which they call the semantic differential, which can be adapted to a wide variety of problems in such areas as clinical psychology, social psychology, linguistics, mass communications, esthetics, and political science.
Reference EntryDOI
“Technique for the Measurement of Attitudes, A”
TL;DR: The instrument to be described here is not, however, indirect in the usual sense of the word; it does not seek responses to items apparently unrelated to the attitudes investigated, and seeks to measure prejudice in a manner less direct than is true of the usual prejudice scale.