A model was hypothesized in which teacher quality, social-psychological classroom climate, and management-organization classroom climate were assumed to affect a class's attitude toward mathematics and, to a lesser extent, its motivation. Path analyses of data from 28 fourth-grade, 34 seventh-grade, and 38 ninth-grade classes were employed to test the validity of the model. Support was moderately positive at Grade 4 and improved substantially at Grades 7 and 9.
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Haladyna et al. (1983) studied this question.
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