Predicting the Attitudes and Self-esteem of the Grade 9th Lower Secondary School Students Towards Mathematics from their Perceptions of the Classroom Learning Environment

Abstract

This study reports the validity of the hypothesis that students’ perceptions of the learning environment of mathematics classroom may predict their attitudes and self-esteem towards mathematics. It examines data from 487 grade 9^th students from 14 mathematics classes in 7 Vietnamese lower secondary schools to identify how students’ perceptions of the learning environment variables, and the extent to which these predict the attitudes and self-esteem. The results obtained from correlation and multiple regression analyses indicated that if students were satisfied with mathematics learning, and if they found their mathematics class as cohesive, then their self-esteem and attitudes towards mathematics would be positive. In contrast, if students perceived mathematics as difficult, and if they perceived the learning atmosphere as competitive, then their self-esteem and attitudes towards mathematics would be negative. The findings show that a positive learning environment should be created to promote the positive attitudes and self-esteem of students in learning.