Mathematics Motivation Scale: A Validity and Reliability (original) (raw)
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International journal of progressive education, 2021
The motivation for learning mathematics is an essential factor in predicting the performance of secondary school students. Students who are intrinsically or extrinsically motivated to learn mathematics generally demonstrate higher performance than others who are not motivated. However, a properly designed instrument for the measurement of this construct has been sparsely reported in the literature. The present study is carried out to develop an instrument of high psychometric properties for measuring the construct. The study involved 439 students randomly selected across secondary schools using a survey research design. An exploratory factor analysis (EFA) was conducted to determine the factor structure and distribution of items in each of the mathematics motivation subscales. The factors are extracted using principal component analysis, and the extracted factors are rotated using varimax. The analysis results in a final 24-item mathematics motivation scale, which contained five subscales with around half of the total variance explained of 48.99% explained variance. A high-reliability coefficient was found for the whole instrument with some empirical evidence of construct validity. The concise instrument is recommended for assessing the motivation of secondary school students, and further studies are recommended for its confirmation of factor structures in independent samples.
PRIMARY SCHOOL MATHEMATICS MOTIVATION SCALE
This study was aimed at developing a scale for determining motivation of primary school students towards learning Mathematics. A preliminary form of the scale included 74 Three-point scale items and data was collected from a total of 482 participants who were 3rd and 4th grade primary students. For construct validity, varimax orthagonal rotation connects with exploratory factor analysis was used. In the result of factor analysis, the scale involves in one factor explaining 42.46% of total variance. Based on the result of item analysis, the scale consisted of 33 items of which 29 were positive and 4 were negative. The overall Cronbach-alpha coefficient of the scale was high (α= 0.94) indicating that it was a fairly consistent measure.The results of the study indicate that the scale named as primary school mathematics motivation scale (PSMMS) has good psychometric properties and is reliable and valid. It can be used reliably in future educational researches
Mathematics
The importance of motivation in mathematics education is expressed in the large number of studies related to the teaching and learning process. Improving students’ motivation in the mathematics classroom is a fundamental issue for teachers, investigators, and policymakers, due to its relevance in the students’ behavior and academic success. The Academic Motivation Scale is a highly applied tool to evaluate students’ motivation based on Self-Determination Theory. In Portugal, there is a lack in the analysis of the different domains of mathematics motivation defined by Self-Determination Theory, for students attending basic education. Additionally, there is no comprehensive instrument that allows that evaluation. Adapting the Academic Motivation Scale, the purpose of this study is to assess the mathematics motivation of Portuguese students who attend the third cycle of basic education. In addition, it is intended to analyze the properties of this new instrument using a sample of 349 P...
Developing Mathematics Motivation Scale for the United Arab Emirates
Journal of Educational and Psychological Studies, 2012
The objective of this study was to develop a valid and reliable mathematics motivation scale (MMS) for UAE students in grades 4 through 12 based on the self-determination theory. A total of 1,481 students (713 boys and 768 girls) from the UAE participated in this study. The process of developing the MMS involved: a) Development of an initial item pool, b) investigating the item-type of motivation membership, c) examining the appropriateness of the administration instructions and the items phrasing, d) and exploring various types of validity and reliability of the MMS. The results indicate that the MMS has acceptable levels of content validity and structure validity. The results also provided evidence that the MMS has acceptable levels of internal consistency and temporal stability.
Motivation Towards Mathematics in Relation to Academic Performance of 10th Grade Students
https://www.ijrrjournal.com/IJRR\_Vol.10\_Issue.1\_Jan2023/IJRR-Abstract31.html, 2023
Learning and success depend on motivation. In the context of education, motivation is viewed as having a multi-dimensional structure that is linked to learning and academic motivation. Motivation can be interpreted in a variety of ways. In the field of education, motivation is a tridimensional phenomena made up of an individual's beliefs in their capacity to complete a given task, their motivations and objectives for completing the assignment, and their emotional reaction to completing the task. This study aims at investigating to find out the difference of Mathematics motivation between Secondary Boys and Secondary Girls Students. The researcher also attempts to find out the relationship between Mathematics Motivation and Academic Achievement of Secondary Students. The researcher chose a threedimensional test to assess mathematics motivation. 163 pupils in the tenth grade were chosen by the purposive sample method from the districts of Nadia and North 24 Parganas under West Bengal Board of Secondary Education. The analysis was done through 't' test and correlation method. The study indicated that pupils' desire for mathematics varied significantly by gender, but there was no significant difference between urban and rural students or across any stratum among them.
Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students
International Journal of STEM Education
Background Motivation is critical for supporting persistence and achievement in science, technology, engineering, and mathematics (STEM) disciplines. In this study, we focus on the assessment of mathematics motivation among secondary school students. We provide validity and reliability evidence for the Mathematics Motivation Questionnaire (MMQ)—adapted from the Science Motivation Questionnaire designed for college students—using data from 2551 secondary students from seven states across the United States. Results Exploratory and confirmatory factor analyses confirmed five latent factors of the MMQ indicated by 19 items: intrinsic value, self-regulation, self-efficacy, utility value, and test anxiety. The nonlinear SEM reliability coefficients of the five constructs ranged from 0.76 to 0.91. To assess criterion validity, analyses using a subset of the data that included students’ mathematics standardized scores (n = 536) indicated that intrinsic value, self-regulation, and self-effic...
Journal Of The Nigerian Academy Of Education, 2020
In consideration of the importance of Mathematics and the desire to alleviate the rate of failure in the subject, this study set out to construct, establish the validity and reliability of the Mathematics Achievement Motivation Scale (MAMS). A self-report instrument was designed for use among senior secondary school students in Nigeria using a survey design. The respondents were randomly selected among Senior Secondary School two (SS 2) from the six geo-political zones in Nigeria. The reliability of the instrument was measured using Cronbach's Alpha which was reported to be 0.89, the reasonable factorability of the entire items of MAMS provided adequate basis for empirical examination using Kaiser-Meyer-Olkin (KMO) and Barletts Test of Sphericity which also confirmed high validity. The KMO measure of sampling adequacy was 0.87, which was above the recommended value of .6 was also significant at X(1219) = 5.807, P<0.05). The extracted factors of the eigenvalue after the ratios, contributed about 84.38% of factors required to explain the items. The communalities ranged between .651 and .859 in which each item showed the degree of common dimension of the items while the factors loading ranges between .666 and .877. The instrument correlated well with Mathematics Motivation Scale and Mathematics Achievement Test at 0.94 and 0.89 respectively connoting high criterion and predictive validities. The two hypotheses were tested at 0.05 level of significance and the implementation of the use of this instrument in Nigerian secondary schools will drastically reduce the rate of failure in Mathematics because it is both diagnostic and prognostic.
Kuramsal eğitim bilim dergisi, 2024
One of the main objectives of international large-scale assessments is to make comparisons between different countries, education policies, education systems, or subgroups. One of the main criteria for making comparisons between different groups is to ensure measurement invariance. The purpose of this study was to test the measurement invariance of the mathematics intrinsic motivation scale across 14 countries. For this purpose, the "students like learning mathematics" scale, which measures intrinsic motivation for mathematics, was included in the TIMSS 2019 cycle. The study sample consisted of a total of 152992 students, 70192 4th grade and 82800 8th grade students from 14 different countries participating in the TIMSS 2019 cycle. Measurement invariance was tested with Multi-Group Confirmatory Factor Analysis (MG-CFA) and Alignment Method. The mathematics intrinsic motivation scale provides only configural invariance according to MG-CFA at the 4th grade level, whereas the scale provides approximate invariance according to the alignment method. At the 8th grade level, the scale provides configural and metric invariance according to MG-CFA, whereas the scale provides approximate invariance according to the alignment method. The results indicate that the mathematics intrinsic motivation scale provides approximate measurement invariance at both grade levels and that comparisons can be made between the scores of the identified countries.
Studying the Motivational Beliefs as Predictor Variables in Math Academic Performance
Academic Journal of Psychological Studies, 2016
The aim of this study was to investigate the Motivational Beliefs as Predictor Variables in Math Academic Performance. The statistical population of the study consisted of all junior high school students in Bandar Abbas in the first educational district in the academic years 2015-16. The sample consisted of 418 students, including 191 girls and 227 boys who were selected using multistage cluster sampling method. The required information to explain the three components of motivational beliefs, such as self-efficacy, intrinsic valuing and test anxiety were collected through a series of 25 questions of the Motivational Strategies for Learning questionnaire (MSLQ) (Pintrich and DeGroot, 1990). Results show that the average of continuous score for female students in math is 15.37 and for male students is 13.14. Standard deviation for continuous grades among girls is 3.5 and for boys is 4.19. Since the obtained p-value for all the research variables is a number greater than 0.05, there is no reason to reject the null hypothesis (H0) and the assumption of normality is confirmed for all variables. Also, results show that there is no difference between the aggression reduction pre-test in the test and control groups. But there is a significant difference in the aggression reduction post-test in the test and control groups with the control of aggression reduction pre-test with F value of 2426.21 at p <0.001. Also, the effect size difference between the two groups is 0.97 and that the amount of the difference is extremely high and demonstrates the effectiveness of the experiment
EXAMINING PRIMARY SCHOOL STUDENTS' LEVELS OF MATHEMATICS MOTIVATION
The aim of this study was to evaluate the levels of mathematics motivation of primary school students and to identify its relationship with variables such as sex, grade level, school type, general success and mathematics success. The number of participants in this study was 709 primary school students from Aydin city center. The sampling was comprised of 345 third grade and 364 fourth grade students. Data were collected through a scale titled as " Primary School Mathematics Motivation Scale " (PSMMS) developed by Ersoy and Oksuz in 2015. Findings gathered from the study illustrated that primary school students have a very positive motivation towards learning mathematics. Moreover, there was no significant difference, in students' math scores of motivation with respect to gender and their grade levels. However, depending on the type of school, there was a significant difference in students' math scores of motivation in favor of private schools. In addition to this, the level of students' motivation in mathematics varied according to their level of overall academic success. The results also indicated that the level of students' motivation in mathematics varied according to their level of mathematical academic success.