Abstract This study used the Trends in International Math Science (TIMSS) 2015 Advanced data from nine countries to examine the relationship between students’ sense of school belonging and their attitudes towards mathematics, and the extent to which student gender moderated these relationships. Results showed that students’ sense of school belonging emerged as a statistically significant, positive predictor of students’ liking and valuing of mathematics. For most countries, no significant moderating effect of student gender was observed. However, among Portuguese students, the relationship between students’ sense of school belonging and each attitude measure was stronger for males than for females.

中文翻译：

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高中生在高等数学中的学校归属感和数学态度

摘要 本研究使用来自九个国家的国际数学科学趋势 (TIMSS) 2015 高级数据来检验学生的学校归属感与他们对数学的态度之间的关系，以及学生性别对这些关系的调节程度。结果表明，学生的学校归属感是学生喜欢和重视数学的统计显着的积极预测因素。对于大多数国家，没有观察到学生性别的显着调节作用。然而，在葡萄牙学生中，男生的学校归属感与各项态度测量之间的相关性强于女生。