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Mathematics attitude predicts Year 10 Mathematics, while effort does not predict either subject. Regression shows Year 7 tests explain substantial variance. Interviews and four case studies add qualitative evidence, suggesting effort warrants further investigation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Hemmings  \nRussell Kay  \nCharles Sturt University  \nAbstract  \nA sample of Australian secondary school students was used to explore the relationships among a set of standardised Year 7 numeracy and literacy tests, measures taken at Year 10 of mathematics attitude and schoolwork effort, and Mathematics and English scores in a state-wide Year 10 examination. Additionally, the predictive capacity of the numeracy and literacy tests, together with the attitude and effort measures, were examined in relation to the Mathematics and English scores. A correlation analysis showed that the numeracy and literacy tests were positively and significantly related and had similar relationships with the two Year 10 examination scores. Mathematics attitude was significantly associated with Year 10 Mathematics but effort did not correlate significantly with either of the Year 10 examination scores. Multiple regression analyses demonstrated that the relevant Year 7 test results contributed to a considerable amount of the total variance in the two Year 10 examination scores. A sub-sample of the students was interviewed and four case studies were selected to interrogate the notions of achievement, mathematics attitude, and effort. Although these case studies act as a source of qualitative evidence to supplement the quantitative findings, they also indicate that effort, in particular, is a notion worthy of further investigation. Other implications for researchers, as well as school personnel, are noted.  \nIntroduction  \nAccording to Georgiou (2008), beliefs about achievement fit into two categories. The first category places an emphasis on ability (the Western tradition) and a second underscores the importance of effort (an Eastern tradition) . Although Georgiou concedes that “this bipolar categorisation may be an oversimplification [as] there are many different countries within each of the two basic cultural frameworks” (2008, p. 121), the two  \nThe Australian Educational Researcher, Volume 37, Number 2, August 2010 •41  \nBRIAN~~ HEMMINGS & RUSSELL KAY  ~~  \ncategories are arguably pivotal in any examination of achievement per se but particularly in a study of the predictors of school achievement.  \nAbility  \nWith respect to ability, previous research has shown that the achievements of both primary school and secondary school students are strongly influenced by ability and/ora proxy measure of ability referred to as prior achievement. To illustrate, Spinath, Spinath, Harlaar, and Plomin (2005) found that general mental ability was the main predictor of achievement in a large sample of nine-year-old British children. In another British study, Aubrey, Dahl and Godfrey (2006) concluded from their analysis of longitudinal mathematical data that early mathematical abilities and skills were highly advantageous for later mathematical success.  \nResearching in an Australian school setting and utilising a two-year longitudinal design, Yates (2000) noted that prior achievement in mathematics was strongly predictive of later achievement in mathematics. Her South Australian state study focussed on students aged between 8 and 12 years. Hemmings (1996) demonstrated that previous school achievement in English, Mathematics, and Science, based on state-wide Year 10 examinations in New South Wales (NSW), Australia was a very positive and significant predictor of Year 12 Tertiary Entrance Rank. In fact, the Year 10 composite measure accounted for over 60 percent of the variance in the Year 12 result.  \nNorth American studies have also pointed to a clear relationship between ability (or prior achievement) and current achievement. For example, Aiken (1972) showed that linguistic abilities affect the mathematical performances of primary school students. Reynolds (1981) revealed that prior achievement was a salient predictor of both mathematics and science knowledge at Year 8. ","cbCaio6FZ6TAdNik","https://ap.wps.com/l/cbCaio6FZ6TAdNik","pdf",154288,18,"English","# Abstract\n# Introduction\n## Ability\n## Effort","[{\"question\":\"What data sources were used to study predictors of Year 10 achievement?\",\"answer\":\"The study uses standardized Year 7 numeracy and literacy tests, Year 10 measures of mathematics attitude and schoolwork effort, and Mathematics and English scores from a statewide Year 10 examination.\"},{\"question\":\"How did mathematics attitude and effort relate to Year 10 results?\",\"answer\":\"Mathematics attitude was significantly associated with Year 10 Mathematics, while effort was not significantly correlated with either Year 10 examination score.\"},{\"question\":\"What did the regression analyses show about Year 7 test results?\",\"answer\":\"Multiple regression analyses indicated that relevant Year 7 test results contributed a considerable amount of the total variance in both Year 10 examination scores.\"}]","Prior achievement, effort, and mathematics attitude as predictors of current achievement - Research paper | PDF",1792077309,45]