Abstract
Over the past three decades, much research investigating the non-cognitive factors associated with mathematics achievement has been conducted. A multitude of affective and attitudinal factors related to concepts such as anxiety, intrinsic and instrumental motivation, self-concept and self-efficacy have emerged as pertinent factors linked to achievement in mathematics among school children (e.g., Areepattamannil, 2014; Areepattamannil & Freeman, 2008; Ng, Lay, Areepattamannil, Treagust, & Chandrasegaran, 2012; Chiu & Xihua, 2008; Singh, Granville, & Dika, 2002).
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Areepattamannil, S., Welch, A.G., Melkonian, M., Saqr, S. (2016). Non-Cognitive Correlates of Emirati Adolescents’ Mathematics Performance. In: Khine, M.S., Areepattamannil, S. (eds) Non-cognitive Skills and Factors in Educational Attainment. Contemporary Approaches to Research in learning Innovations. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-591-3_18
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DOI: https://doi.org/10.1007/978-94-6300-591-3_18
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