Analysis

The research project titled Attitudes Toward Mathematics Study (aTM): Subcomponents of Cognitive Engagement in Academic Activity refers to the analysis of the subcomponents of cognitive engagement in academic activities in relation to attitudes toward mathematics.

Purpose

The purpose of this specific questionnaire is to investigate the subcomponents of cognitive engagement in academic activity and how they relate to attitudes toward mathematics. Through this analysis, the research seeks to understand how cognitive engagement influences attitudes and performance in mathematics within the context of academic work.

Scoring

The ATMSCEAWS-28 Questionnaire consists of 28 items, which are rated on a scale from 1 to 4, with 1 = Strongly Disagree and 4 = Strongly Agree.

References

Greene, B. A., & Miller, R. B. (1996). Influences on achievement: Goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21(2), 181–192.
Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29(4), 462–482.
Miller, R. B., Behrens, J. T., & Greene, B. A. (1993). Goals and perceived ability: Impact on student valuing, self-regulation, and persistence. Contemporary Educational Psychology, 18(1), 2–14.
Miller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B., & Nichols, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21(4), 388–422.
Ravindran, B., Greene, B. A., & DeBacker, T. K. (2005). Predicting preservice teachers’ cognitive engagement with goals and epistemological beliefs. Journal of Educational Research, 98(4), 222–232.