Exhibits 11.13 and 11.15 present the two parallel scales: Students Value Mathematics and Students Value Science, respectively (see About the Scale). The TIMSS 2019 context questionnaire framework cites research showing that if students understand the value of learning these subjects, it may ameliorate some of their other negative attitudes.

Exhibit 11.14 shows that eighth grade students generally value mathematics. Thirty-seven percent responded that they “strongly value” mathematics, 47 percent responded “somewhat value,” and only 16 percent responded “do not value.” The results were similar, but slightly less positive for science, shown in Exhibit 11.16—36 percent “strongly value,” 42 percent “somewhat value,” and 22 percent “do not value” science. There was a strong positive relationship between valuing mathematics and science and average achievement in each of the respective curriculum areas. However, the relationship between higher achievement and valuing the subjects was less pronounced than between higher achievement and attitudes toward liking the subjects or having confidence in your ability to do well in the subjects.