Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students

Abstract

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-efficacy were significantly positively correlated with mathematics achievement, whereas test anxiety was significantly negatively correlated with mathematics achievement. Conclusions The MMQ provides a reliable, valid, and feasible measure of the specific factors underlying mathematics motivation among secondary students.

A Simple Mathematics Motivation Scale and Study of Validation in Mexican Adolescents

“…The original version of the mathematics motivation scale was first developed and validated in English by Berger and Karabenick (2011), followed by the Spanish version by Gasco and Villarroel (2017) but without validation. While the motivation of mathematics learning can be measured from numerous perspectives, and our validated instrument of 14-items is only one of these, one of its advantages is that it is one of the simplest in comparation of other instruments as the Mathematics Motivation Scale of 24 items (Zakariya and Massimiliano, 2021) or Mathematics Motivation Questionnaire of 19-items (Fiorella et al, 2021).…”

“…In literature there are some instrument proposals to measure motivation in mathematics in secondary schools such as the Mathematics Motivation Scale of 24 items (Zakariya and Massimiliano, 2021) or Mathematics Motivation Questionnaire of 19-items (Fiorella et al, 2021), but the scale adapted by Berger and Karabenick (2011) is the simplest with 14 items. For this reason, our goal is to validate the mathematical motivation scale of Berger and Karabenick (2011) for Mexican secondary school students for to know the effects, correlations, and internal consistency of the construct or factors used to get convenient and reliable instrument for mathematics motivation scale.…”

Research on Mathematics Self-efficacy: A Systematic Literature Review

“…Fiorella and Yoon indicated predictive validity evidence in that intrinsic value, self-efficacy and self-regulation of seventh-grade students were positively associated with mathematics achievement [19]. Mesut and Yaşar stated that there was a positive and significant relationship between the middle-school students' reading-comprehension skill, mathematics self-efficacy perception [30].…”

“…Karen A. and Tamara conducted Bivariate logistic regression to explore the relative contribution of the mathematics self-efficacy (MSE) on the likelihood that students would choose a STEM career in grade 7 and 9 [18]. Fiorella and Yoon confirmed five latent factors of the Mathematics Motivation Questionnaire (MMQ) which indicated the relationship of intrinsic value, self-regulation, self-efficacy, utility value, and test anxiety from secondary students by using exploratory and confirmatory factor analyses [19]. Shi and Patrick utilized the multiple indicators, multiple causes (MIMIC) method to measure mathematics self-beliefs (involve three dimensions: mathematics self-efficacy, mathematics self-concept and mathematics anxiety) from students between Shanghai-China and the USA which join in the Program for International Student Assessment (PISA) 2012 [20].…”

Measuring science self-efficacy with a focus on the perceived competence dimension: using mixed methods to develop an instrument and explore changes through cross-sectional and longitudinal analyses in high school

“…To provide evidence of predictive validity, the science test scores from the students' admissions in September 2018 were collected and converted into Z scores, which represent students' science academic achievements (Fiorella et al, 2021;Klein, 2014). Pearson correlation coefficients and a simple linear regression were calculated between students' science self-efficacy and the scores of science academic achievement (Lamb et al, 2014;Pedaste et al, 2021).…”