Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis

Little consensus exists in the research literature concerning the relationship between attitude toward mathematics and achievement in mathematics. To assess the magnitude of this relationship, the researchers conducted a meta-analysis to integrate and summarize the findings from 113 primary studies. The statistical results of these studies were transformed into a common effect size measure, correlation coefficient. This relationship was found to be dependent on a number of variables: grade, ethnic background, sample selection, sample size, and date of publication. Gender did not have a significant effect on the relationship, nor were there any significant interactions among gender, grade, and ethnic background. The researchers discuss the findings in comparison to previous narrative reviews and meta-analyses, and draw implications for practice and further research.