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Secondary students' attitudes towards mathematics and science in Ireland: a latent profile analysis of TIMSS 2019 using situated expectancy-value theory
Journal article   Open access   Peer reviewed

Secondary students' attitudes towards mathematics and science in Ireland: a latent profile analysis of TIMSS 2019 using situated expectancy-value theory

Nathan Berger, Olivia Fitzmaurice, Veronica Ryan, Erin Mackenzie and Kathryn Holmes
Irish educational studies, Vol.First online
31/08/2025
DOI: https://doi.org/10.1080/03323315.2025.2549098
Appears in  Recent Faculty of Education Publications
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Secondary students’ attitudes towards mathematics and science in IrelandView
Published (Version of record)CC BY-NC-ND V4.0,  Open

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Abstract

Mathematics science expectancy-value latent profile analysis
This study examines Irish secondary students' attitudes towards mathematics and science using latent profile analysis (LPA) on TIMSS 2019 data. Three key research questions guided the analysis: (1) identifying distinct attitudinal profiles, (2) exploring their associations with demographics, achievement, and perceptions of mathematics and science, and (3) comparing these findings with those from Australia and Norway. Four profiles emerged: Resistant and Mathematically Confident, Receptive and Mathematically Very Confident, Prefer Science, and Enthusiastic. These findings contrast with the six-profile structures observed in Australia and Norway, with no Prefer Mathematics profile appearing in the Irish data. Gender differences were evident, with boys exhibiting higher self-concept in mathematics and science, and girls perceiving greater utility value in science. Higher achievement in both subjects was strongly associated with more positive attitudes. Situated Expectancy-Value Theory (SEVT) suggests that these profiles reflect contextual influences, such as Ireland's strong emphasis on mathematics for university entrance. The absence of a Prefer Mathematics group may stem from the highly exam-focused nature of Irish mathematics instruction. These findings highlight the need for policies that foster both intrinsic and utility values for mathematics and science to encourage broader engagement and achievement in STEM disciplines.

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