Development, validation, and implementation of the elementary mathematics motivation inventory (EMMI): examining motivational constructs in elementary mathematics

Abstract

IntroductionMeasuring psychological constructs in young children is often a challenging process. Estimating constructs such as motivation in elementary students can prove to be problematic and inconsistent [50]. As a result of these challenges, motivation research has focused on older students, usually at the secondary level. However, early elementary years are thought to be critical in students' development of a wide range of attitudes toward schooling, including their academic motivation [31,37]. These early years have the potential to affect students' subsequent development, setting a foundation for either success or failure in later grades. The formative nature of the elementary grades signals the need for more effective methods of measuring motivational constructs in young children, especially when high motivation has been found to correlate with positive AbstractThis article details the development, validation, and implementation of the elementary mathematics motivation inventory, a survey instrument designed to measure motivational constructs related to mathematics in elementary students. Early elementary years are critical in students' development of a wide range of attitudes toward schooling, including their academic motivation. Currently, there is limited research on elementary students' motivation for mathematics since this construct was difficult to measure in young children. During Year One of this 2-year study, a 17-item survey was developed based on theoretical constructs of motivation and piloted with a small sample of third grade students (N = 79). Revisions were made based on pilot data and the subsequent survey was administered to a larger sample of first through fifth grade students (N = 1018) during Year Two. In addition to describing the development and validation process for the elementary mathematics motivation inventory (EMMI), the authors present a discussion of the findings from Year Two of this study. Future research directions and implications for classroom practice are also discussed. Smart and Linder Fields Math Educ J (2018) [16,20]. The current study details the development, piloting, and implementation of an instrument designed to measure these critical motivational constructs specifically in elementary mathematics students. ORIGINAL RESEARCHWhile multiple instruments exist to measure general motivational constructs [18,29] there are limited resources available to researchers and educators desiring to measure content-specific constructs of motivation in mathematics. For example, the patterns of adaptive learning survey [29] can be adapted to a specific domain to measure motivational constructs across broad academic domains (i.e., math, science). However, there is a need to drill down further into student efficacy and value for specific mathematical strands, such as number and operations. A primary goal in the development of the EMMI was to provide researchers and teachers this level of specificity in measuring student motivational components at these micro-levels.Many curre...

Kebimbangan dan Efikasi Kendiri Terhadap Pembelajaran Matematik dalam kalangan Pelajar Tingkatan Empat

“…al., 2018), faktor motivasi (Chang & Beilock, 2016;Cribbs et al, 2020), status sosioekonomi (Husain, 2020), efikasi kendiri (Gunderson et al, 2018;Hammoudi, 2020;Huang, Zhang & Hudson, 2019;Peixoto et. al., 2017) dan juga kebimbangan matematik (Smart & Linder, 2018;Huang, Zhang & Hudson, 2019;Yahya & Amir, 2018). Justeru, pengkaji berhasrat untuk mengisi jurang kajian ini dan meninjau tahap kebimbangan dan efikasi kendiri pelajar terhadap pembelajaran matematik.…”

“…Sehubungan dengan itu, terdapat pelbagai aspek yang mungkin menjadi punca kebimbangan terhadap pembelajaran matematik termasuklah mata pelajaran Matematik itu sendiri, faktor individu dan kognitif serta sosial. Dengan erti kata yang lain, working memory merupakan salah satu penyebab bagi kebimbangan matematik yang boleh dikaitkan dengan faktor kognitif (Chang & Beilock, 2016;Smart & Linder, 2018;Yahya & Amir, 2018). Selain itu, Greensfeld dan Deutsch (2020) pula menjelaskan bahawa faktor individu menjurus kepada motivasi pelajar, pengawalan kendiri, fisiologi, keyakinan dan gaya pembelajaran dalam Matematik serta sikap terhadap Matematik.…”

“…Jadual 3 menunjukkan dapatan data bagi hubungan antara dua pemboleh ubah ini. (Husain, 2020;Kundu & Ghose, 2016), faktor motivasi (Chang & Beilock, 2016;Cribbs et al, 2020), status sosioekonomi (Husain, 2020), efikasi kendiri ( Grigg et.al., 2018;Gunderson et al, 2018;Hammoudi, 2019;Huang, Zhang & Hudson, 2019) dan juga kebimbangan matematik (Huang, Zhang & Hudson, 2019;Smart & Linder, 2018;Yahya & Amir, 2018).…”

Advances in the Contributions of Mathematics in the Field of Education and Psychology

“…However, from the perspective of educational psychology, some studies relate non-cognitive constructs of beliefs and attitudes to mathematical performance, which has largely remained seldom explored (Burrus and Moore, 2016). Most previous studies concentrated on non-cognitive predictors of mathematical performance, mainly discussing student self-efficacy (Skaalvik et al, 2015;Kurniawati and Mahmudi, 2019), confidence in mathematics (Stankov et al, 2012(Stankov et al, , 2014, and motivational constructs (Garon-Carrier et al, 2016;Ker, 2017;Smart and Linder, 2018). Although some of the studies examined, longitudinally or cross-sectionally, the predictive value of mathematics beliefs and attitudes by referring to the theory of planned behavior (TPB) framework (Lipnevich et al, 2011;Niepel et al, 2018), there is still limited research relying on the predictive value of other non-cognitive factors such as attitudes and beliefs on mathematical performance.…”

The impact of students’ mathematical attitudes on intentions, behavioral engagement, and mathematical performance in the China’s context

“…However, from the perspective of educational psychology, some studies relate non-cognitive constructs of beliefs and attitudes to mathematical performance, which has largely remained seldom explored ( Burrus and Moore, 2016 ). Most previous studies concentrated on non-cognitive predictors of mathematical performance, mainly discussing student self-efficacy ( Skaalvik et al, 2015 ; Kurniawati and Mahmudi, 2019 ), confidence in mathematics ( Stankov et al, 2012 , 2014 ), and motivational constructs ( Garon-Carrier et al, 2016 ; Ker, 2017 ; Smart and Linder, 2018 ). Although some of the studies examined, longitudinally or cross-sectionally, the predictive value of mathematics beliefs and attitudes by referring to the theory of planned behavior (TPB) framework ( Lipnevich et al, 2011 ; Niepel et al, 2018 ), there is still limited research relying on the predictive value of other non-cognitive factors such as attitudes and beliefs on mathematical performance.…”