Belief factors are positively intercorrelated: a social-dynamic view of mathematics co-occurs with higher task value and confidence (r = .48) and more positive teacher beliefs (r = .41)¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students holding a more social, dynamic view of mathematics (Factor 3) attach more value to mathematics and have more confidence in their mathematical capacities (Factor 2) (r = .48), and also tend to have more positive beliefs about the teacher (Factor 1) (r = .41); Factors 1 and 2 correlate .38. → Op 't Eynde 2003
Evidence¶
Op 't Eynde 2003¶
Op 't Eynde, P., & De Corte, E. (2003). Students' mathematics-related belief systems: Design and analysis of a questionnaire. https://eric.ed.gov/?id=ED475708
q2 · i? · associational · r1
Correlational analysis of the four PCA factors from the survey of 365 Flemish junior high students. The printed intercorrelations are r = .48 (Factors 3 and 2), r = .41 (Factors 3 and 1), and r = .38 (Factors 1 and 2), indicating "students holding a more social, dynamic view of mathematics" also value mathematics and feel confident about it.
"The correlations between the different factors indicate that students holding a more social, dynamic view of mathematics (Factor 3) attach more value to mathematics and have more confidence in their mathematical capacities (Factor 2) (r = .48)."
Discussion¶
Related Claims¶
- Socio-constructivist and absolutist views of mathematics are only mildly related (r = .21) and cannot be treated as opposite poles of one dimension — related
- Students confident about their mathematical ability are mostly also convinced of the relevance of mathematics, forming a motivational basis; low-confidence students are hard to motivate — related
- A four-factor principal component model of the MRBQ provides some empirical ground for the proposed structure of students' mathematics-related beliefs — a broader claim this one bears on
- Students' beliefs about the cognitive, motivational and affective dimensions of their teacher's functioning load on a single factor — related
- Community-based mathematical investigations gave students confidence to use mathematics for social change — related
- A CCSR research review concludes that four academic mindsets (belonging, growth beliefs, self-efficacy and value) increase perseverance and improve academic behaviors — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mrbq-factor-correlations-positive |
title |
Belief factors are positively intercorrelated: a social-dynamic view of mathematics co-occurs with higher task value and confidence (r = .48) and more positive teacher beliefs (r = .41) |
description |
Belief factors are positively intercorrelated: a social-dynamic view of mathematics co-occurs with higher task value and confidence (r = .48) and more positive teacher beliefs (r = .41) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2003 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — op-t-eynde-2003 |
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