Education is intended to promote individual accomplishment. Consequently, high grades correlate with higher social status. In America, for instance, students are measured based on how they do compared to their classmates. To get the best grades, students want to perform better than their peers. However, this does not necessarily translate to a more positive attitude toward work and mathematics. In fact, research has shown that students who fail to perform well are much happier than those who succeed.
Relationships between academic attitudes and psychological attitudes
There is little consensus regarding the relationships between academic attitudes and psychological attitudes. However, studies have generally indicated a positive association between attitude toward science and academic achievement. However, this association can be ambiguous, particularly when attitudes toward science are considered. In addition, the results of studies often differ, mainly because of the different operationalization of attitudes. Else-Quest et al. (2013), for example, found a positive relationship between students’ attitudes toward science and their achievement in the field. Others, however, reported that there was no relation between students’ self-concept and academic achievement.
This study focuses on the relationship between academic attitudes and psychological attitudes in first-year college students. The study involved 162 participants who volunteered to complete questionnaires to evaluate their attitudes toward school. The study sample includes students from a variety of educational backgrounds. The research employed two surveys and demographic data to gather information about the participants. Results of these two surveys indicate a weak to medium association between students’ academic achievement and their academic attitudes.
Relationship between academic attitudes and affirmative action
The relationship between academic attitudes and affirmative action in college admissions is a hot topic in recent debates over affirmative actions. The study investigated attitudes of four racial/ethnic groups toward the practice. It also examined whether the opposition to affirmative action is driven by factors such as self-interest, political ideology, or general attitudes about race and ethnicity. These findings suggest that age and gender are significant factors in determining attitudes toward affirmative action policies.
The American Psychological Association surveyed members of various fields in order to assess how self-interest and collective interests affect attitudes toward Affirmative Action. The researchers found that tenure status moderated attitudes toward affirmative action. Non-White respondents expressed more favorable attitudes toward Affirmative Action than their White counterparts. Also, White men were less supportive of affirmative action than women. Further, participants’ race was associated with their attitudes about affirmative action.
Effects of education on attitudes toward mathematics
The effects of education on attitudes toward mathematics have been studied extensively, including among future teachers. The results of this study demonstrate that teachers with negative attitudes toward maths have lower attainment in mathematics than students with positive attitudes. The authors also found that teachers’ mental wellbeing and feedback may also have an impact on students’ attitudes toward mathematics. The authors conclude that this research will help us better understand the effects of education on maths failure.
The study showed that a positive attitude toward mathematics was observed among students initially, but the positive attitudes gradually decrease as students progressed through their education. The students’ attitudes were associated with their performance, and positive attitudes towards mathematics were significantly related to student performance. The study identifies several factors that influence students’ attitudes toward mathematics, including student aptitude attributes, instructional factors, and social psychological environmental factors. In addition, the study found that teachers’ didactic strategies and school resources may also affect students’ attitudes toward mathematics.
Effects of education on attitudes toward work
The changing demographics of the American work force are consistent with the effects of education on attitudes toward work. While a college degree is increasingly regarded as essential to a good life, many young adults are opting to stay out of the workforce and concentrate on their education. Meanwhile, older workers are staying in the labor force longer and are more likely to say they work for the intangible rewards of their work. However, the changing attitudes toward work may not always be accounted for by a single factor.
Human capital is a source of competitive advantage for organizations. And education plays a significant role in developing human capital. The impact of education on attitudes toward work has been widely studied, with large multinationals implementing systematic education systems to foster the skills of their employees. For example, in a study of Chinese employees at a large food corporation, education was found to have a positive impact on employees’ attitudes toward work. Of the various forms of education, training in managerial ability and self-development courses were found to be the most influential.
Effects of education on attitudes toward inclusion of students with disabilities
There is a direct relationship between the inclusion of people with disabilities in mainstream settings and the presence of negative attitudes among peer groups. Positive attitudes encourage students with disabilities to integrate into classrooms and other settings, whereas negative attitudes promote low achievement and poor inclusion. Positive attitudes are more likely to be associated with inclusion, as students with disabilities tend to be more accepting of others. Hence, education can help foster positive attitudes among students.
Various studies have evaluated teacher attitudes toward inclusion, including the study of Sigafoos and Elkins. However, many studies show that attitudes towards inclusion are negatively impacted by teacher level. For example, Avramidis et al. (2000) found that teacher attitudes were less positive among students with emotional and psychological difficulties. Another study, conducted by Kuster, revealed that teachers with higher education levels had more negative attitudes toward including students with disabilities.
