{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,27]],"date-time":"2026-04-27T09:46:09Z","timestamp":1777283169156,"version":"3.51.4"},"reference-count":53,"publisher":"Hindawi Limited","license":[{"start":{"date-parts":[[2012,10,4]],"date-time":"2012-10-04T00:00:00Z","timestamp":1349308800000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/3.0\/"}],"funder":[{"name":"Science and Technology Foundation","award":["POCI 2010"],"award-info":[{"award-number":["POCI 2010"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Child Development Research"],"published-print":{"date-parts":[[2012,10,4]]},"abstract":"<jats:p>This paper aims to understand how certain different but interrelated variables such as background, motivation, and social support could lead to an explanation of student attitudes towards math and to an understanding of the defining characteristics of these attitudes in the school environment. Participants consisted of 1719 Portuguese students, from fifth-to-twelfth  grade. The study utilizes an adaptation of the \u201cIntrinsic Motivation Inventory\u201d assessing main determinants of intrinsic motivation. One section of the questionnaire\u2014\u201cIn my Math Class\u201d\u2014also assesses student perceptions of teacher and peer support as well as student attitudes. The results revealed that, in general, students held positive attitudes towards mathematics and also highlighted the main effects of grade and math achievement on these attitudes. No gender effect was identified although the girls showed a continuous decline in attitudes the further they progressed in school. A hierarchical analysis using structural equation modeling showed that motivation-related variables are the main predictors of attitudes towards mathematics and that teachers and the social support of peers are also highly significant in understanding these attitudes.<\/jats:p>","DOI":"10.1155\/2012\/876028","type":"journal-article","created":{"date-parts":[[2012,10,4]],"date-time":"2012-10-04T21:12:22Z","timestamp":1349385142000},"page":"1-10","source":"Crossref","is-referenced-by-count":123,"title":["Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors"],"prefix":"10.1155","volume":"2012","author":[{"given":"Maria de Lourdes","family":"Mata","sequence":"first","affiliation":[{"name":"ISPA, Instituto Universit\u00e1rio, UIPCDE, Rua Jardim do Tabaco 34, 1149-041 Lisboa, Portugal"}]},{"given":"Vera","family":"Monteiro","sequence":"additional","affiliation":[{"name":"ISPA, Instituto Universit\u00e1rio, UIPCDE, Rua Jardim do Tabaco 34, 1149-041 Lisboa, Portugal"}]},{"given":"Francisco","family":"Peixoto","sequence":"additional","affiliation":[{"name":"ISPA, Instituto Universit\u00e1rio, UIPCDE, Rua Jardim do Tabaco 34, 1149-041 Lisboa, Portugal"}]}],"member":"98","reference":[{"key":"1","year":"2010"},{"issue":"6","key":"2","doi-asserted-by":"crossref","first-page":"323","DOI":"10.1080\/00220670209596607","volume":"95","year":"2002","journal-title":"Journal of Educational Research"},{"issue":"1","key":"3","first-page":"291","volume":"1","year":"2009","journal-title":"Procedia"},{"issue":"1","key":"4","first-page":"197","volume":"5","year":"2010","journal-title":"PNA"},{"issue":"15","key":"5","first-page":"277","volume":"1","year":"2011","journal-title":"International Journal of Humanities and Social Science"},{"key":"6","first-page":"1","volume-title":"Attitudes towards mathematics, self-efficacy and achievement in problem 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