نگرش سنج ریاضی و بررسی عوامل مرتبط با آن

Abstract:
This study examines the construction and standardization of math achievement test and attitude test toward mathematics and related factors. For this purpose, 212 ninth grade students in Shahrebabak were selected by multistage cluster sampling method and responded to questionnaires of mathematics achievement test, attitude toward mathematics and demographic information. Cronbach's alpha test was used for the reliability of achievement test that after removing the eleventh question, Cronbach's alpha became medium that is acceptable. The findings of this study, using multiple R related to regression was statistically significant (R = 0.47, F=15.07 p<0/00). And three out of four predictor variables (father's education, amount of study and attitudes toward mathematics) signifi- cantly contributed to the prediction of mathematical achievement (p<0/005). And maternal education is not statistically significant in predicting academic achievement in math. To evaluate the validity of this study exploratory and confirmatory factor analysis is used. KMO value scale mathematical achievement and attitude mathemati- cal gauge was equivalent to 0.61 and 0.87 and the significance level of Bartlett's test of sphericity is less than 0.005. Therefore, based on both criteria, it can be concluded that the implemen- tation of factor analysis based on the correlation matrix of the studied sample, would be justified. Due to the characteristics of the fitness for confirmatory factor analysis and Cronbach's alpha coefficients reported in the table above indicators of root mean error square (RMSEA) adaptive fit (CFI), goodness of fit (GFI) and comparative goodness of fit (AGFI) showed that the model is average fitted.