Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors

Table 4

Parameter estimates and associated standard errors hierarchical analysis on attitudes towards mathematics.

	Model 1		Model 2		Model 3
	Background		Background and motivation		Full model
	SE	𝛽	SE	𝛽	SE	𝛽
Gender	.059	−.011	.045	−.017	.041	−.036
Cycle	.042	−.227**	.032	−.146**	.029	−.176**
Math achievement	.034	.194**	.026	.015	.024	.022
Value			.032	.029	.094	.087
Perceived Choice			.029	.452**	.029	.451**
Perceived Competence			.035	.420**	.029	.495**
Teacher social support					.039	.307**
Students social support					.031	.246**
𝑅^2	.089		.402		.643
Δ𝑅^2(from previous model)			.313**		.241**

* 𝑃<0.01, **𝑃<0.001.