It is with increasing importance that mathematics education research considers the role of noncognitive motivation variables alongside elements of the classroom context in investigations of student mathematics performance. This study uses a hierarchical linear modeling framework to predict mathematics achievement from three classroom variables, project-based learning, group collaboration, and student-driven curriculum, and two noncognitive factors, mathematics anxiety and mathematics self-concept, utilizing data from the 2012 Programme for International Student Assessment (PISA) United States sample. Findings suggest that mathematics classroom contexts that are student-driven and integrate project-based learning positively impact mathematics achievement, and that both mathematics anxiety and mathematics self-concept contribute significantly towards explaining variation in mathematics achievement after accounting for gender, race, socioeconomic status, truancy, and school-level poverty.

中文翻译：

---

调查教师实践和非认知因素对数学成绩的影响

数学教育研究越来越重要地考虑非认知动机变量以及课堂环境元素在学生数学表现调查中的作用。本研究使用分层线性建模框架从三个课堂变量（基于项目的学习、小组合作和学生驱动的课程）以及两个非认知因素（数学焦虑和数学自我概念）预测数学成绩，利用 2012 计划的数据国际学生评估 (PISA) 美国样本。研究结果表明，以学生为导向并整合基于项目的学习的数学课堂环境会对数学成绩产生积极影响，