Table 3 Motivational measures
From: Studying technology-based strategies for enhancing motivation in mathematics
Construct | Alpha | Measure | Sample question (all on a 6 point scale) | |
|---|---|---|---|---|
Student measures | Self-Efficacy (n = 13) | 0.93, 0.95 | General Math Self-Efficacy (n = 4) | How confident are you that you can master the math skills that will be taught this year? |
Algebraic Reasoning Self-Efficacy (n = 5) | If you are given 5 numbers in a sequence, how confident are you that you can figure out the pattern and get the next number in the sequence right? | |||
Math Performance Self-Efficacy (n = 4) | How confident are you that you can do well on standardized tests in math? | |||
Implicit Theory of Math Ability (n = 6) | 0.77, 0.79 | Fixed View of Math Ability (n = 3) | My math ability is something about me that can’t be changed very much. | |
Incremental View of Math Ability (n = 3) | No matter who I am, I can change my math abilities a lot. | |||
Value (n = 6) | 0.83, 0.87 | Interest Value (n = 3) | How much do you like math? | |
Utility Value (n = 2) | In general, how useful is what you learn in math? | |||
Attainment Value (n = 1) | For me, how important is being good at math? | |||
Teacher measures | Self-Efficacy for Instruction and Student Engagement (n = 22) | 0.96 | Self-Efficacy for Student Engagement (n = 4) | How confident are you that you can motivate students who show low interest in math class? |
Self-Efficacy for Classroom Management (n = 4) | How confident are you that you can calm a student who is disruptive and noisy? | |||
Self-Efficacy for Instructional Strategies (n = 4) | How confident are you that you can use a variety of assessment strategies? | |||
Self-Efficacy for Math Inquiry Teaching (n = 6) | How confident are you that you can use computer technologies to communicate with your students? | |||
Self-Efficacy for Instructional Methods (n = 4) | How confident are you that you can teach well even if you are told to use instructional methods that would not be your choice? | |||
Self-Efficacy for Technology Use (n = 7) | 0.89 | How confident are you that you can facilitate a whole-class discussion? | ||
Math Self-Efficacy (n = 12) | 0.92 | How confident are you that you can successfully determine the amount of sales tax on a clothing purchase? | ||
Implicit Theory of Math Ability (n = 6) | 0.86 | Fixed View about Students’ Abilities in Math (n = 3) | Students come in to math with a certain level of math ability, and it is hard to change that. | |
Incremental View About Students’ Abilities in Math (n = 3) | Even if students don’t initially possess a certain “knack” for math they can develop their math ability. |