Measurement of students’ mathematics motivation and self-concept at institutions of higher education: evidence of reliability and validity

Hammoudi, Mohamad Mustafa

doi:10.1080/0020739x.2019.1670369

Cited by 9 publications

(7 citation statements)

References 46 publications

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“…Since there is currently no comprehensive instrument to measure student motivation, the EMA scale has been validated in different areas of knowledge, such as Science (Skinner et al, 2017), Chemistry (Liu et al, 2017), Mathematics (Hammoudi, 2020), and in different countries (Davoglio et al, 2016;Ferreira et al, 2016). It is also relevant to highlight that the design of academic motivation instruments in the last decade has incorporated relevant elements.…”

Section: Evaluation Of Academic Motivation In Higher Educationmentioning

confidence: 99%

Development and evaluation of a new instrument that measures motivation towards academic achievement (IMLA) in higher education

Lagos San Martín,

Roa Venegas,

Palma Luengo

et al. 2024

TSSJ

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Academic motivation in teaching and learning processes, both in general and in particular in higher education, has been of great interest in educational research, since it is the basis of academic success. In this work, the model "Expectations-Value of achievement motivation" has been considered, which uses a socio-cognitive perspective to design an inventory that allows measuring the motivation for academic achievement in higher education. With this objective, the Motivational Inventory of Academic Achievement (IMLA) is created, supported by a rigorous methodological process in order to make this instrument reliable and valid. The psychometric properties of the IMLA were determined from the analysis of content validity, reliability and construct in a sample of 464 higher education students from a Chilean and a Spanish university. The results indicate that the IMLA has 9 factors that explain 64.11% of the total variance and a Cronbach's alpha of .913, a rating considered high according to the requirements of a measurement instrument. In this way, this study contributes with the creation of a tool that integrates important motivational aspects focused on internal cognitive beliefs, based on expectations and the value of the task, as well as incorporating the assessment of the environment, for which reason it is estimated. that the IMLA is an instrument with a high potential for the educational and scientific field.

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Section: Evaluation Of Academic Motivation In Higher Educationmentioning

confidence: 99%

Development and evaluation of a new instrument that measures motivation towards academic achievement (IMLA) in higher education

Lagos San Martín,

Roa Venegas,

Palma Luengo

et al. 2024

TSSJ

View full text Add to dashboard Cite

show abstract

“…It is emphasized by Stanberry (2018) that the increased learning can be produced in the classroom of calculus courses through the strategic engagement of students in calculus courses. It is recommended by Hammoudi (2020) to enhance the confidence of students in learning advanced courses of mathematics and engage them by solving real life application problems. Rasmussen and Ellis (2013) report several variables that contribute to forcing students to switch from STEM majors and avoid taking calculus II.…”

Section: / 15mentioning

confidence: 99%

Improving students’ motivation in calculus courses at institutions of higher education: Evidence from graph-based visualization of two models

Hammoudi

Grira

2023

EURASIA J Math Sci Tech Ed

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This research aims at improving students’ motivation for success in calculus courses at higher education institutions by developing two models. The first model is developed to promote students’ intrinsic motivation. The second model is integrated with the first model to improve students’ intrinsic and extrinsic motivation. A mixed research methodology is used, which includes 153 students in calculus courses at three universities in the United Arab Emirates. The qualitative results of 15 interviews are divided into three themes including students’ motivation for success in calculus, their mathematics self-concept, and other supporting elements. The regression analysis shows that 72.5% of the variation in students’ intrinsic motivation for success in calculus is explained by five variables in model I and 98.5% of the variation in their intrinsic and extrinsic motivation is explained by three variables in model II. The findings of this study can be utilized by higher education institutions that offer calculus courses.

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“…Faktor penyebab bagi menyatakan prestasi pelajar terhadap pembelajaran matematik yang kurang memuaskan selalu dikaitkan dengan sikap terhadap matematik (Husain, 2020;Reimer et. 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).…”

Section: Pengenalanunclassified

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

Hui

Rosli

2021

MJSSH

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Pembelajaran matematik masa kini tidak lagi hanya menekankan pembinaan tingkah laku pelajar yang dapat dikesan daripada tindak balas dan rangsangan. Bahkan juga memberi penekanan bagi melihat bahawa pendidikan matematik disifatkan sebagai subjek yang sukar di samping melibatkan interaksi dinamik antara sifat dalaman pelajar, faktor fizikal dan faktor persekitaran sosiobudaya. Persaingan sengit dan perubahan teknologi yang pesat memerlukan kepintaran matematik dan wajib diambil hampir dalam kesemua latar belakang pendidikan. Justeru, kajian ini dijalankan adalah untuk menentukan tahap kebimbangan dan efikasi kendiri pelajar serta hubungannya berdasarkan pembelajaran matematik. Kajian tinjauan ini melibatkan 311 orang pelajar tingkatan empat yang mengambil mata pelajaran Matematik Tambahan di daerah Johor Bahru. Pensampelan rawak mudah dan berkelompok telah digunakan untuk mendapat responden kajian. Instrumen kajian merupakan soal selidik Mathematics Self-Efficacy and Anxiety Questionaire (MSEAQ) yang telah diadaptasi serta diubahsuai bagi mengukur tahap kebimbangan dan efikasi kendiri terhadap pembelajaran matematik dalam kalangan pelajar Sekolah Menengah Kebangsaan harian. Dapatan menunjukkan kebimbangan pelajar terhadap pembelajaran matematik berada pada tahap yang tinggi. Selain itu, hasil dapatan bagi tahap efikasi kendiri pelajar terhadap pembelajaran matematik pula adalah berada pada tahap sederhana. Hasil analisis ujian korelasi mendapati, tiada perhubungan antara kebimbangan dan efikasi kendiri pelajar terhadap pembelajaran matematik. Kajian ini secara keseluruhannya menunjukkan pembelajaran matematik tidak sekadar bergantung kepada kebolehan kognitif, tetapi juga melibatkan faktor psikologi pelajar. Cadangan penambahbaikan kajian boleh dilakukan melalui penambahan sampel kajian, perluasan konteks dan mengaitkannya dengan pemboleh ubah lain yang berpotensi.

show abstract

Measurement of students’ mathematics motivation and self-concept at institutions of higher education: evidence of reliability and validity

Cited by 9 publications

References 46 publications

Development and evaluation of a new instrument that measures motivation towards academic achievement (IMLA) in higher education

Development and evaluation of a new instrument that measures motivation towards academic achievement (IMLA) in higher education

Improving students’ motivation in calculus courses at institutions of higher education: Evidence from graph-based visualization of two models

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

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