This study examined the effect of mathematics performance on mathematics attitude. Forty college-aged females were used as participants. A preliminary mathematics attitude survey was administered to each participant to measure explicit mathematics attitude 1-week prior to taking a math task. Participants were split into high and low math attitude groups based on this original attitude survey. Half of each of these groups was given positive feedback on the math task and the other half received negative feedback; this created a total of 4 participant groups. After receiving feedback, each participant completed a post-test attitude survey.

It was found that the groups who received feedback different from their original attitudes had significant changes in attitude based on the feedback they were given.

For further information regarding this presentation, please email the authors,
   Jessica Lenonardi at:  leonardi07@sbc.edu
   Alison Carr at:  carr08@sbc.edu