Key points are not available for this paper at this time.
A structural model of mathematics achievement and attitude was tested with a national probability sample of 3,116 young adolescents from the Longitudinal Study of American Youth using structural modeling. A three-wave longitudinal design incorporated data from students, teachers, and parents to construct a prespecified theoretical model of mathematics achievement and mathematics attitude. A revised model provided a better fit than the original specification and than regression models used in 23 previous studies. Supported in cross-validation, the model revealed a complexity of direct and indirect effects not apparent in previous studies. Prior achievement and home environment influenced subsequent achievement most powerfully; motivation, exposure to extramural reading media, peer environment, and instructional exposure also had significant influences on achievement. Previous attitude had the most powerful influence on subsequent attitude, although the direct effects of instructional quality and the indirect effects of motivation and home environment were also notable. Appropriate teacher use of instructional time, thorough textbook coverage, and daily introduction of new material, although educationally alterable, are themselves influenced by previous student achievement. Similarly, instructional practices are significant alterable influences on mathematics attitudes, but such practices are themselves influenced by students' initial attitudes.
Reynolds et al. (Wed,) studied this question.