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

International Journal of STEM Education

Table 8 Correlation matrix among the five MMQ constructs, mathematics achievement, and demographic background

	Construct	4	5	6	7	8	9
1	Gender (0 = male; 1 = female)	− 0.004	0.096*	− 0.077	− 0.016	0.213*	− 0.036
2	Underrepresented Minority (0 = White and Asian; 1 = Others)	− 0.093*	− 0.050	− 0.140*	− 0.094*	− 0.035	− 0.107*
3	Free/reduced lunch (0 = No FR; 1 = FR)	− 0.151*	− 0.113*	− 0.190*	− 0.023	0.057	− 0.255*
4	Intrinsic value	1.000	0.532*	0.631*	0.418*	− 0.091*	0.287*
5	Self-regulation		1.000	0.588*	0.418*	0.028	0.192*
6	Self-efficacy			1.000	0.325*	− 0.293*	0.423*
7	Utility value				1.000	0.157*	− 0.038
8	Test anxiety					1.000	− 0.318*
9	Mathematics Score^a						1.000
	M	3.02	3.72	3.60	3.35	3.23	1689.87
	SD	1.02	0.74	0.96	1.01	1.04	23.85

*p < 0.05; ^aState standardized mathematics achievement test scores (Min = 1621; Max = 1748)