Factors of overall attitudes
| Scholars | Arguments of the factor | Summarize factor |
|---|---|---|
| Potvin and Hasni (2014) | Motivation | Motivation |
| Savelsbergh et al. (2016) | Subjective norm/normality of scientists | |
| Schommer (1990) | Mathematics learning motivation | |
| Enache and Matei (2017) | Motivations | |
| Tuan et al. (2005) | Achievement goal | |
| Virtanen et al. (2014) | Motivation | |
| Watt and Richardson (2007, 2012) | Motivations | |
| Tsai and Liou (2017) | Environmental motivation | |
| Potvin and Hasni (2014) | Interest | Interest |
| Savelsbergh et al. (2016) | Interest | |
| Deci et al. (1991) | Interest in learning | |
| Osborne (2003) | Interest towards science | |
| Potvin and Hasni (2014) | Relevance | Relevance |
| Savelsbergh et al. (2016) | Relevance | |
| Schommer (1990) | Mathematics relevance | |
| Kind et al. (2007) | Importance of science, practical work in science | |
| Tuan et al. (2005) | Performance goal | |
| Watt and Richardson (2007, 2012) | Teaching engagement | |
| Tsai and Liou (2017) | Welfare and opportunity | |
| Schommer (1990) | Mathematics learning confidence | Confidence |
| Kind et al. (2007) | Self-concept in science | |
| Deci et al. (1991) | Confidence in their own capacities | |
| Bassot (2019) | Confidence | |
| Savelsbergh et al. (2016) | Self-efficacy | Self-efficacy |
| Tuan et al. (2005) | Self-efficacy | |
| Virtanen et al. (2014) | Self-efficacy | |
| Bassot (2019) | Self-efficacy | |
| Schommer (1990) | Mathematics anxiety | Anxiety |
| Boxer et al. (2011) | Test/performance anxiety | |
| Hong (2010) | Learning anxiety | |
| Bussing (1999) | Stress |
| Scholars | Arguments of the factor | Summarize factor |
|---|---|---|
| Motivation | Motivation | |
| Subjective norm/normality of scientists | ||
| Mathematics learning motivation | ||
| Motivations | ||
| Achievement goal | ||
| Motivation | ||
| Motivations | ||
| Environmental motivation | ||
| Interest | Interest | |
| Interest | ||
| Interest in learning | ||
| Interest towards science | ||
| Relevance | Relevance | |
| Relevance | ||
| Mathematics relevance | ||
| Importance of science, practical work in science | ||
| Performance goal | ||
| Teaching engagement | ||
| Welfare and opportunity | ||
| Mathematics learning confidence | Confidence | |
| Self-concept in science | ||
| Confidence in their own capacities | ||
| Confidence | ||
| Self-efficacy | Self-efficacy | |
| Self-efficacy | ||
| Self-efficacy | ||
| Self-efficacy | ||
| Mathematics anxiety | Anxiety | |
| Test/performance anxiety | ||
| Learning anxiety | ||
| Stress |
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