Content and internal structural validity of the motivation for mathematics abbreviated instrument

Abstract

This study details the development and initial validation of a 16-item psychometric instrument measuring college students’ motivation for mathematics. The Motivation for Mathematics Abbreviated Instrument (MMAI) consists of four factors (intrinsic motivation, mastery orientation, performance orientation, and expectancy) that were derived from three predominant motivation theories: self-determination, achievement goal, and expectancy value. The instrument development process began with an initial pool of 107 items from existing motivational measures. Input from members of the American Education Research Association (AERA) Special Interest Group (SIG) for Motivation in Education, interviews with students and instructors, and factor analyses of a preliminary (n = 186 post-secondary students) and final administration (n = 386 post-secondary students) of the instrument were used to create the final version of the 16-item measure. Qualitative analyses verified content. Results of the confirmatory factor analyses indicated acceptable fit of the 16-item four-factor model and measurement invariance by gender. We found strong composite reliability. Average variance extracted revealed acceptable internal validity. We conclude that the MMAI is a brief, psychometrically sound measure of motivation that provides a practical and useful tool for classroom-based research into motivation for mathematics.

Reliability and validity of the Chinese version of the achievement emotions questionnaire for physical education in university students

“…To assess the discriminant validity of the model, the square root of the Average Variance Extracted (AVE) was used. If the square root of the AVE of a factor is greater than the correlation coefficient of that factor with all other factors, it indicates good discriminant validity [ 35 , 36 ].…”

Mathematics self-efficacy, self-concept and anxiety in relation to Mathematics achievement: The case of Kafa Zone School adolescents, Ethiopia

“…A Likert scale type self-report questionnaire titled, "Self-concept and self-efficacy and anxiety scales towards Mathematics" which was adapted from Butler (2016) and Al Mutawah (2015) in which the students were asked to rate. The mathematics self-concept, self-efficacy, and anxiety scale was adapted and then contextualized in the context of Ethiopia (Woldemichael, 2023).…”

“…The mathematics self-concept, self-efficacy, and anxiety scale was adapted and then contextualized in the context of Ethiopia (Woldemichael, 2023). In this regard, 25 items of self-concept and 25 items of self-efficacy scales were adapted from Butler (2016) whereas 26-items of the anxiety scale were adapted from Al Mutawah (2015). The questionnaire and MAT file was presented in a data repository (Woldemichael, 2023).…”

“…The section appropriately attributes the sources from which the questionnaire items were adapted, including Butler (2016), Al Mutawah (2015), andWoldemichael (2023). This attribution allows researchers to trace the origins of the questionnaire items.…”

“…On page 10, line 1 on top of Table 4 do not reconcile with "In this regard, 25 items of selfconcept and 25 items of self-efficacy scales were adapted from Butler (2016) whereas 26items of the anxiety scale were adapted from Al Mutawah (2015)." On page 6, lines 4 and 5 under "Research instruments".…”