Mathematics Achievement: Impact of Affective Variables and Socio-Economic Status

The purpose of this study was to examine the effect of socioeconomic status and three school related constructs-Attitude, Motivation and Perceived usefulness of Mathematics-on 8th graders' (13 years old) achievement in mathematics in Mauritius. Though cognitive abilities of students and their family background are important predictors of achievement, there is an increasing amount of research evidence on the prominent role of affective variables and socio economic status on mathematics achievement. A sample of 491 grade 8 students (13 years old) from 13 secondary schools was involved in 2011. Structural Equation Models (LISREL 9.0) was used to measure the influence of affective variables and Socio-economic status on mathematics achievement. Socio-economic status and attitude had greatest influence on mathematics achievement. Perceived usefulness of mathematics had positive influence on motivation and attitude but negative direct influence on mathematics performance.