A Construct Validation Study of the Fennema-Sherman Mathematics Attitudes Scales

Broadbooks, Wendy J.; Elmore, Patricia B.; Pedersen, Katherine; Bleyer, Dorothy

doi:10.1177/001316448104100238

Cited by 17 publications

(8 citation statements)

References 3 publications

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“…The separation of different subscales is commonly used in the field of education, as seen with the use of individual subscales from the Fennema–Sherman Mathematics Attitudes Scales (Fennema & Sherman, ) in studies related to mathematics (Iben, ; O'Neal, Ernest, McLean, & Templeton, ). The Fennema–Sherman subscales have been validated when the instrument has been used in part (O'Neal et al, ) or as a whole (Broadbooks, Elmore, Pedersen, & Bleyer, ). The subscales used in this study are described below.…”

Section: Methodsmentioning

confidence: 99%

Examining Elementary Teachers’ Engineering Self‐Efficacy and Engineering Teacher Efficacy

Hammack

Ivey

2017

School Sci & Mathematics

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Research indicates that teacher efficacy influences student achievement and is situation specific. With the Next Generation Science Standards calling for the incorporation of engineering practices into K-12 classrooms, it is important to identify teachers' engineering teaching efficacy. A study of K-5 teachers' engineering self-efficacy and engineering teaching efficacy revealed that that they have low engineering self-efficacy and low teacher efficacy related to engineering pedagogical content knowledge. Additionally, significant differences existed in self-efficacy levels based on gender, ethnicity, Title I school status, and grade level taught. 52Volume 117 (1-2)Examining Elementary Teachers

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Section: Methodsmentioning

confidence: 99%

Examining Elementary Teachers’ Engineering Self‐Efficacy and Engineering Teacher Efficacy

Hammack

Ivey

2017

School Sci & Mathematics

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“…The subscale includes 12 items scored on a 5-point Likert scale ("strongly disagree" to "strongly agree"). The Fennema-Sherman scale has been used in many studies and has shown excellent psychometric qualities (Broadbooks, Elmore, Pedersen, & Bleyer, 1981;Hyde, Fennema, Ryan, Frost, & Hopp, 1990;Mulhern & Rae, 1998;Tocci & Engelhard, 1991). Moreover, studies that adapted this scale to measure attitudes toward science also revealed very good psychometric properties (Bazler, Spokane, Ballard, & Fugate, 1993;Collier, Spokane, & Bazler, 1998;Levin & Fowler, 1984).…”

Section: Gender Stereotype Endorsement Scalementioning

confidence: 99%

Predicting stereotype endorsement and academic motivation in women in science programs: A longitudinal model

Delisle

Guay

Sénécal

et al. 2009

Learning and Individual Differences

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This study proposed and tested a model based on stereotype threat theory. The hypothesis is that women who are exposed to a low percentage of women in a science program are more likely to endorse the gender stereotype that science is a male domain, which will in turn undermine their autonomous academic motivation. A total of 167 women university students enrolled in science programs participated in an 18-month longitudinal study. Results partially support our model. Although the low percentage of females in science programs was related to endorsement of the gender stereotype, there was no effect of prior stereotype endorsement on subsequent autonomous academic motivation.

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“…A subsequent factor analytic study of the FSMAS by Broadbooks, Elmore, Pedersen, and Bleyer (1981) on the eight scales (excluding Anxiety) for females and males both individually and together yielded only one factor, while a similar analysis by them of all nine scales yielded only two factors. However, their item-level analysis of the FSMAS did identify eight factors that basically supported the theoretical structure of domain-specific scales as described by Fennema and Sherman (1976a).…”

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confidence: 92%

Shortened Versions of Fennema-Sherman Mathematic Attitude Scales Employing Trace Information

Sachs¹,

Leung

2007

PSYCHOLOGIA -An International Journal of Psychological Sciences

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This paper aimed at providing a simple and direct method for shortening the lengthy 108-item Fennema-Sherman Mathematics Attitude Scales (FSMAS). The method proposed uses the trace information (widely used in other popular procedures such as principal component analysis and regression analysis) as the criterion for item selection. Results for half-length FSMAS versions (54 items) constructed using the trace-information criterion compared favourably with Mulhern and Rae's (1998) 51-item FSMAS short form. But unlike the later short form, our method retained as much variance as possible in the original 108-items and maximized the correlations, and hence predictive validity, with the full-length FSMAS version. The appropriateness of selecting items from a larger item pool based on employing a trace-information criterion is discussed within the context of the domain-sampling model.

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A Construct Validation Study of the Fennema-Sherman Mathematics Attitudes Scales

Cited by 17 publications

References 3 publications

Examining Elementary Teachers’ Engineering Self‐Efficacy and Engineering Teacher Efficacy

Examining Elementary Teachers’ Engineering Self‐Efficacy and Engineering Teacher Efficacy

Predicting stereotype endorsement and academic motivation in women in science programs: A longitudinal model

Shortened Versions of Fennema-Sherman Mathematic Attitude Scales Employing Trace Information

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