Productivity factors influencing the achievement and interest in mathematics of college-bound seniors.

摘要

his dissertation reports the findings of a secondary analysis of the data from the College Board Admissions Testing Program's Scholastic Aptitude Test in 1982-1983. This study uses the productivity model with a national sample of advanced mathematics students. They take honors courses in mathematics and plan to attend college. Data include scores of students who took the SAT mathematics and verbal tests and Mathematics Achievement Test Level I or Mathematics Achievement Test Level II. Analysis of the background information from the Student Descriptive Questionnaire (SDQ) determined what productivity factors contribute to achievement and interest in mathematics of college-bound high school seniors. The data was analyzed using multiple regression modelled according to the theory of educational productivity (Walberg, 1984a). The equations were analyzed both with and without SAT mathematics and verbal scores. The results indicate that the significant predictors for achievement in mathematics (probability less than p