Voor- en nagraadse sielkundestudente aan die Universiteit van Suid-Afrika (Unisa) moet opleiding in navorsingsmetodologie en psigometrika ondergaan. Studente se negatiewe houdings teenoor hierdie kursusvereiste, sowel as die statistiese aard van die inhoud daarvan, het gelei tot die hipotese dat houdings teenoor navorsingsmetodologie verwant is aan houdings teenoor wiskunde, en in die besonder wiskundeangs. Multidimensionele houdingskale is ontwikkel om verskeie houdings teenoor wiskunde en navorsingsmetodologie te meet. Die genoemde hipotese is bevestig vir 'n steekproef van voor- en nagraadse sielkundestudente, maar daar is gevind dat prestasietellings en houdings teenoor navorsingsmetodologie nie met mekaar verband hou nie. Die gevolgtrekking is gemaak dat vrees vir navorsingsmetodologie 'n irrasionele gevoel is wat gegrond is op 'n subjektiewe verwerping van die relatlef vreemde studiemateriaal en wat nie noodwendig gekoppel is aan die vermoë om die kursus te bemeester nie.
Get full access to this article
View all access options for this article.
References
1.
AikenL.R.Jr.Two scales of attitude toward mathematics. Journal of Research in Mathematics Education, 1974, 5, 67–71
2.
AikenL.R.Jr.Update on attitudes and other affective variables in learning mathematics. Review of Educational Research, 1976, 46(2), 293–311
3.
AnttonenR.G.An examination into the stability of mathematics attitude and its relationship to mathematics achievement from elementary to secondary school level. Unpublished doctoral dissertation, University of Minnesota, 1967
4.
ArmstrongJ.M.PriceR.A.Correlates and predictors of women's mathematics participation. Journal for Research in Mathematics Education, 1982, 13(2), 99–109
5.
BadgerM.E.Why aren't girls better at maths? A review of research. Educational Research, 1981, 24(1), 11–23
6.
BenbowC.P.StanleyJ.C.Sex differences in mathematical ability: Fact or Artifact?Science, 1980, 210, 1262–1264
7.
BetzN.E.Prevalence, distribution and correlates of math anxiety in college students. Journal of Counseling Psychology, 1978, 25(5), 441–448
8.
CampbellD.FiskeD.Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 1959, 56, 81–105
9.
CronbachL.J.Coefficient alpha and the internal structure of tests. Psychometrika, 1951, 16, 297–334
10.
CrosswhiteF.J.Correlates of attitudes toward mathematics. NLSMA Reports, No. 20. Stanford: School Mathematics Study Group, 1972
11.
EdwardsA.L.Techniques of attitude scale construction.New York: Appleton-Century-Crofts, 1957
12.
ErlickA.C.LeBoldW.K.Factors influencing the science career plans of high school students.Measurement and Research Center, Purdue University, Indiana, 1975
13.
FennemaE.Women and girls in mathematics. Educational Studies in Mathematics, 1979, 10, 389–401
14.
FennemaE.ShermanJ.Fennema-Sherman Mathematics Attitudes Scales. JSASCatalog of Selected Documents in Psychology, 1976, 6(1), 31. (Ms. No. 1225)
15.
FoxL.H.FennemaE.H.ShermanJ.A.Women and mathematics: Research perspectives for change. (NIE Papers in Education and Work, No. 8). Washington, D.C., November, 1977
16.
LazarusM.Mathophobia: Some personal speculations. National Elementary Principal, 1974, 53, 16–22
17.
LevineM.Identification of reasons why qualified women do not pursue mathematical careers. Report to the National Science Foundation, 1976
18.
MaccobyE.E.JacklinC.N.The psychology of sex differences. (Vol. 1) Stanford, California: Stanford University Press, 1978
19.
McCallonE.L.BrownJ.D.A semantic differential instrument for measuring attitude toward mathematics. Journal of Experimental Education, 1971, 39(4), 69–72
20.
NieN.H.HullC.H.JenkinsJ.G.SteinbrennerK.BentD.H.Statistical package for the social sciences. (2nd Ed.) New York: McGraw-Hill, 1975
RoundsJ.B.Jr.HendelD.D.Measurement and dimensionality of mathematics anxiety. Journal of Counseling Psychology, 1980, 27(2), 138–149
25.
SandmanR.S.The development, validation, and application of a multidimensional mathematics attitude instrument (Doctoral dissertation, University of Minnesota, 1973). Dissertation Abstracts International, 1974, 34, 7054A–7055A. (University Microfilms No. 74–10, 626)
26.
ScharfE.S.The use of the semantic differential in measuring attitudes of elementary school children toward mathematics. School Science and Mathematics, 1971, 71, 641–649
27.
SellsL.W.Mathematics: A critical filter. Science Teacher, 1978, 45(2), 28–29
28.
SepieA.C.KeelingB.The relationship between types of anxiety and under-achievement in mathematics. Journal of Educational Research, 1978, 72(1), 15–19
29.
ShermanJ.Predicting mathematics performance in high school girls and boys. Journal of Educational Psychology, 1979, 71(2), 242–249
30.
ShermanJ.Girls' and boys' enrollments in theoretical math courses: A longitudinal study. Psychology of Women Quarterly, 1981, 5(5), 681–689
31.
TobiasS.Overcoming math anxiety.New York: Norton, 1978
32.
TobiasS.WeissbrodC.Anxiety and mathematics: An update. Harvard Educational Review, 1980, 50(1), 63–69
