Longitudinal Coupling of Mathematics Achievement, Self-Efficacy, and Interest

2012 ◽  
Author(s):  
Eun Hye Ham
Keyword(s):  
Mathematics Achievement ◽  
Self Efficacy

Mathematics Achievement: The Role of Homework and Self-Efficacy Beliefs

2011 ◽  
Vol 22 (2) ◽  
pp. 310-339 ◽  
Author(s):  
Anastasia Kitsantas ◽  
Jehanzeb Cheema ◽  
Herbert W. Ware
Keyword(s):  
Mathematics Achievement ◽  
Self Efficacy ◽  
Efficacy Beliefs

scholarly journals Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Logan Fiorella ◽  
So Yoon Yoon ◽  
Kinnari Atit ◽  
Jason R. Power ◽  
Grace Panther ◽  
...  
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Test Anxiety ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Intrinsic Value ◽  
Self Regulation ◽  
School Students ◽  
Mathematics Motivation

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.

Self-Regulation, Math Self-Efficacy, Math Interest and Mathematics Achievement

2017 ◽  
Vol 4 (6) ◽  
pp. 33-40
Author(s):  
Tatiana Fomina
Keyword(s):  
Mathematics Achievement ◽  
Self Efficacy ◽  
Self Regulation ◽  
Mathematical Tasks ◽  
General Level ◽  
9Th Grade ◽  
And Mathematics

This study reports the relationships between self-regulation (SR), math self-efficacy, math interest, and three types of pupils’ mathematics achievement. The sample included 14–16-year-old students in the 9th grade (out of 11) educated in seven standard and enhanced curricula schools in Russia (N = 318). Significant correlations were found between the studied constructs and various types of pupils’ mathematics achievement. SR proved to be a significant predictor for higher indicators in both year math grade and for solving specific mathematical tasks. Whereas the constructs math self-efficacy and math interest are relevant to different kinds of mathematics achievements, math self-efficacy is a significant predictor for successful solving specific mathematical tasks, math interest is for the year math grade. In addition, the general level of SR acts as a mediator of the links between math interest and year math grade. Keywords: Self-regulation, math self-efficacy, math interest, achievement;

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