How many students' hearts pounds with anxiety that first day when they discover they've been given the toughest science or mathematics teacher in school, and they don't even feel comfortable with the subjects? Will this feeling give way to one of confidenceand enjoyment later on in the year, or will the anxiety turn into a dull ache in the face of unyielding subject content, stiff grading practices, and a less than sympathetic teacher? For some time, I have been intrigued to learn the extent to which students' attitudes and value toward school, themselves, and the education environment influence their capability to learn and particularly their aptitude to learn science or mathematics.
Research supports what many teachers know intuitively that students' attitudes and values toward school, themselves, and the educational environment influence their ability to learn. Research shows that there is a significant correlation between interest and achievement in science and mathematics. More compelling is the realtionship between academic self-concept and success in science or mathematics. The two are so intertwined, in fact, that one seems to foster the other. The message seems loud and clear: success breeds more success.
