Student Attitudes and Activities That Influence Student Achievement

Date of Award


Degree Type


Degree Name

Doctor of Education (EdD)


Educational Leadership and School Counseling

First Advisor

Mike Ward

Advisor Department

Educational Leadership and School Counseling


This study was designed to determine if specified factors are positively associated with the dependent variable; students' standardized math achievement scores. The independent variables considered were extracurricular activity participation, ethnicity, SES, gender, student attitudes towards math achievement and self-concept. The data was compiled using 15,362 United States high school sophomores who represent a national sample of 10 th graders in the ELS: 2002 and 78 sophomore students in a school district in a southeastern state for the fall semester of the 2006-2007 school year. This study disaggregated data and found the independent variables positively associated with participation in extracurricular and interscholastic activities and higher standardized math achievement scores. Other results of the study showed the self-confidence composite proved the strongest indicator of achievement in mathematics, while the ethnic Hispanic classification proved to be the weakest. Being female, African American, a member of the lowest and second SES quartiles, and the math attitudes composite variables were associated with lower standardized math achievement scores while being male, American Indian, Asian, Hispanic, multi-racial, white, and a member of the highest SES quartiles, hours per week spent on extracurricular and interscholastic activities, and the self-confidence composite variable were associated with higher standardized math achievement scores.