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

ABSTRACT

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.

Keywords:

• Soft model
• fuzzy number
• membership function
• possibilistic regression

Acknowledgments

The authors wish to express their thanks to the referees for valuable comments. The first author would like to acknowledge the financial support of University of Tehran for this research under grant number 30005/01/03.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

S. M. Taheri

S. Mahmoud Taheri received the B.Sc. degree in statistics and the M.Sc. degree in mathematical statistics from the Ferdowsi University of Mashhad, Mashhad, Iran, in 1988 and 1991, respectively, and the Ph.D. degree in statistical inference from Shiraz University, Shiraz, Iran, in 2000. He is a professor with the College of Engineering, University of Tehran, Tehran, Iran. His research interests include statistical inference, Bayesian statistics, probability, statistics, and modeling in fuzzy environments.

M. Asadi

Masoud Asadi received the B.S. degree in Guidance and Counseling in 2007, and the M.A. degree in Counseling, in 2009, from University of Shahid Beheshti and Kharazmi University, respectively. He completed the Ph.D. in Counseling in Kharazmi University in 2015. He is an Associate Professor with the Department of Counseling and Psychology, Arak University, Arak, Iran. He has published 40 research papers in scientific journals. His research interests are in the areas of fuzzy mathematical methods in counseling and psychology.

A. Shiralipour

Asghar Shiralipour received the B.Sc. in Mathematics from University of Tabriz in 2007. He obtained the M.A. degree in Educational Research from Kharazmi University in 2009. Currently, he is a math teacher at high schools. He has published 20 research papers in scientific journals. His research interests are in the areas of fuzzy mathematical methods in psychology and education.