Measuring attitudinal change in mathematics and English over the 1st year of junior high school: A multidimensional analysis

Changes in student self- and task evaluations, subjective valuation, and ac hievement behavior in mathematics and English over the Ist year of junior h igh form the basis of this study, The transition to junior high has been fo und to negatively affect students' self-concept and subjective valuation in mathematics and English, but previous research has not addressed changes i n task evaluations and achievement behaviors. Gender and level of academic achievement effects are also relevant to the nature of changes in student a ttitudes. The participants (N = 400) were from 3 coeducational Australian g overnment schools in metropolitan Sydney of comparable socioeconomic status . When changes in perceptions occurred, they were negative, and gender diff erences favored boys in mathematics and girls in English. However, the natu re and extent of change was dependent on school and level of achievement.