CAUSAL ATTRIBUTION, CONFIDENCE, PERCEIVED USEFULNESS, AND MATHEMATICS ACHIEVEMENT OF NONTRADITIONAL FEMALE AND MALE COLLEGE STUDENTS

Causal attribution, confidence, and perceived usefulness are variables often found in research studies which investigate the relationships of affective variables with mathematics achievement. The purpose of this study was to determine if these affective variables are predictive of mathematics achievement for nontraditional female and male college students. The study also examined differences between nontraditional and traditional females and males on these variables and their relationships with mathematics achievement.;The results of the study produced three principal findings. First, the affective variables were better predictors of mathematics achievement for the nontraditional students than for the traditional students. Secondly, the mathematics achievement of the nontraditional students was at least as high as the mathematics achievement of the traditional students. Thirdly, there were more differences between the nontraditional and traditional students than between females and males on the affective variables.;One implication of the findings is that if affective variables are important predictors of mathematics achievement for nontraditional students, then means of enhancing those affective patterns may produce achievement results. Also, educators should be aware that nontraditional students are able to achieve as well as traditional students in their first college mathematics course.;Three sets of questions were investigated using data collected from 35 students in each of the four groups: nontraditional females, nontraditional males, traditional females, and traditional males. These students were enrolled in their first college mathematics course (basic algebra) at seven campuses of the University of Maine System. At the beginning of the semester, a mathematics achievement test was given to measure prior mathematics achievement. Affective variables were measured using adaptations of the Confidence and Usefulness subscales from the Fennema-Sherman Mathematics Attitude Scales and the Mathematics Attribution Scales of Fennema et al. At the end of the semester, a criterion referenced test was given to measure the achievement at the completion of the course.