The relationship between inference of students from parental attitude and personal variables with score of mathematics in Isfahan third grade guidance students

Abstract

One of the lessons that students are weak in it and lead to academic failure is mathematics. So, the purpose of this study was to examine the relationship between inference of students from parental attitude toward mathematic and personal variables (motivation, mathematic anxiety, and self confidence) with scores of mathematics in third grade guidance school students. Study method was correlation type and statistical population was all of third grade guidance students among Isfahan schools. Statistical sample was 380 students from three areas (1, 2, and 3 areas) that were selected by random cluster sampling. Data were collected by the students perception from attitude of their parents toward mathematic (Fennema & Sherman, 1976), mathematic anxiety (Fennema & Sherman, 1976), mathematic motivation (Fennema & Sherman, 1976), and self confidence in Mathematic (Fennema & Sherman, 1976) questionnaires. Criterion variable was academic performance in mathematic that assessed by mathematic scores in first course. Findings indicated that in third step, 42.9% variance of academic performance was predicted significantly by self confidence and inference of students from parental attitude toward mathematic (sig= 0.03)