The Development of a Mathematics Self-Report Inventory for Turkish Elementary Students

Autor/inn/en	Akin, Ayça; Güzeller, Cem Oktay; Evcan, Sinem Sezer
Titel	The Development of a Mathematics Self-Report Inventory for Turkish Elementary Students
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 9, S.2373-2386 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Elementary School Mathematics; Mathematics Instruction; Mathematics Education; Measurement Techniques; Elementary School Students; Factor Analysis; Foreign Countries; Academic Achievement; Mathematics Achievement; Student Motivation; Teaching Methods; Learning Theories; Mathematics Curriculum; Grade 6; Grade 7; Statistical Analysis; Correlation; Mathematics Teachers; Likert Scales; Grade 8; Turkey + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Messtechnik; Faktorenanalyse; Ausland; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Statistische Analyse; Korrelation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Likert-Skala; School year 08; 8. Schuljahr; Schuljahr 08; Türkei
Abstract	The purpose of the current study is to develop a mathematics self-report inventory (MSRI) to measure Turkish elementary students' mathematics expectancy beliefs and task values based on the expectancy-value theory of achievement motivation. In Study-1 (n = 1,315), exploratory factor analysis (EFA) and reliability analysis are used to evaluate the MSRI. EFA results suggest a five-factor model that consists of interest value, extrinsic-utility value, importance value, personal cost, and expectancy beliefs. In Study-2 (n = 1,343), confirmatory factor analysis (CFA) and convergent, discriminant, and subgroup validity results are also used to examine construct validity for the MSRI. The results indicate that (a) elementary students' scores on the MSRI did not significantly differ by gender; (b) elementary students' scores on the MSRI were significantly influenced by grade level; and (c) a significant, positive, and strong relationship existed between students' scores on the MSRI and students' achievement scores from the Level Determination Exam. The findings of this study showed that, with a few exceptions, the MSRI is a reliable and valid psychological tool for use with the elementary students in Turkey and may be regarded as beneficial in guiding subsequent study goals by explaining students' achievement-related beliefs grounded in the expectancy value theory. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01