Validation of the Mathematics Motivation Questionnaire (MMQ) for Secondary School Students

Autor/inn/en	Fiorella, Logan; Yoon, So Yoon; Atit, Kinnari; Power, Jason R.; Panther, Grace; Sorby, Sheryl; Uttal, David H.; Veurink, Norma
Titel	Validation of the Mathematics Motivation Questionnaire (MMQ) for Secondary School Students
Quelle	In: International Journal of STEM Education, 8 (2021), Artikel 52 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fiorella, Logan) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-021-00307-x
Schlagwörter	Test Validity; Mathematics Education; Student Motivation; Questionnaires; Secondary School Students; Factor Analysis; Self Control; Self Efficacy; Test Anxiety; Test Reliability + Suchen Sie Ihr Suchwort? Testvalidität; Mathematische Bildung; Schulische Motivation; Fragebogen; Sekundarschüler; Faktorenanalyse; Selbstbeherrschung; Self-efficacy; Selbstwirksamkeit; Examination phobia; Testangst; Prüfungsangst; Testreliabilität
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01