Fuzzy Regression in Predicting Math Achievement, Based on Philosophic-Mindedness, Creativity, Mathematics Self-efficacy, and Mathematics Self-concept

The present study proposes a flexible/soft model for investigating the role of philosophic-mindedness, creativity, mathematics self-efficacy, and mathematics self-concept in predicting math achievement. To do this end, a fuzzy regression model is developed. Two common criteria are used to evaluate t...

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Bibliographic Details
Published in:Fuzzy information and engineering 2020-07, Vol.12 (3), p.322-334
Main Authors: Taheri, S. M., Asadi, M., Shiralipour, A.
Format: Article
Language:English
Subjects:
Creativity
Education
fuzzy number
Mathematics
membership function
possibilistic regression
Regression models
Self esteem
Soft model
Students
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Summary:The present study proposes a flexible/soft model for investigating the role of philosophic-mindedness, creativity, mathematics self-efficacy, and mathematics self-concept in predicting math achievement. To do this end, a fuzzy regression model is developed. Two common criteria are used to evaluate the obtained model. Moreover, the predictability of the model is explained. The case study involves 28 male students from Marand, Iran (year 2015-2016) who took part in a test of mathematics achievement. The participants were junior high-school students in science field of study who were asked to answer four questionnaires pertaining to philosophic-mindedness, creativity, mathematics self-efficacy, and mathematics self-concept. The analysis of the results through fuzzy regression revealed that philosophical-mindedness is not linked to participants' math achievement, while the variables of creativity, mathematics self-efficacy, and mathematics self-concept are positively correlated. The results of this study provide suggestions to any educational system in planning for students' math achievement growth. The proposed methodology is general, so that it can be employed in other educational levels and fields of study.
ISSN:1616-8658
1616-8666
DOI:10.1080/16168658.2021.1880142