The three-factor model: A study of common features in students' attitudes towards studying and learning science and mathematics in the three countries of the North Calotte region

Päivi Tomperi; Inna Ryzhkova; Yulia Shestova; Oleg Lyash; Irina Lazareva; Asya Lyash; Mona Kvivesen; Saeed Manshadi; Stig Uteng

doi:10.31129/LUMAT.8.1.1369

Authors

Päivi Tomperi University of Oulu, Faculty of Education, Finland https://orcid.org/0000-0003-0738-8354
Inna Ryzhkova The Murmansk Arctic State University MASU, Faculty of math and science, Maths, Physics and ICT department, Russia https://orcid.org/0000-0003-3372-020X
Yulia Shestova The Murmansk Arctic State University MASU, Faculty of math and science, Maths, Physics and ICT department, Russia https://orcid.org/0000-0002-2477-7135
Oleg Lyash The Murmansk Arctic State University MASU, Faculty of math and science, Maths, Physics and ICT department, Russia https://orcid.org/0000-0002-3183-891X
Irina Lazareva The Murmansk Arctic State University MASU, Faculty of math and science, Maths, Physics and ICT department, Russia https://orcid.org/0000-0002-2819-8704
Asya Lyash The Murmansk Arctic State University MASU, Faculty of math and science, Maths, Physics and ICT department, Russia https://orcid.org/0000-0002-0625-3442
Mona Kvivesen UiT The Artic University of Norway, Faculty of Humanities, Department of Education, Norway https://orcid.org/0000-0002-4838-5654
Saeed Manshadi UiT The Artic University of Norway, Faculty of Humanities, Department of Education, Norway https://orcid.org/0000-0003-3258-6993
Stig Uteng UiT The Artic University of Norway, Faculty of Humanities, Department of Education, Norway https://orcid.org/0000-0003-1955-9632

DOI:

https://doi.org/10.31129/LUMAT.8.1.1369

Keywords:

attitudes, survey, comparative study, confirmatory factor analysis, secondary school

Abstract

This study investigated common features of students' attitudes towards studying science and mathematics in comprehensive and secondary schools in three countries. Data were obtained by conducting a survey (N = 581) in Norway, Finland and Russia. A Confirmatory factor analysis (CFA) provided a model with a three-factor solution consisting of factors: the perception of the teacher, anxiety towards science and mathematics, and motivation. The results suggest that most students are motivated to study sciences and mathematics. Data analysis indicate gender differences in attitudes to students' future studies and career plans. Most girls recognized the importance of these subjects for their future studies and careers, while boys showed more interest than girls in local career opportunities in industry. Teachers have a significant role in directing students' attitudes toward science and mathematics. Students experienced that the teachers who use innovative teaching approaches, both motivate and reduce anxiety, in their learning process.