scholarly journals Development of mathematics motivation scale: A preliminary exploratory study with a focus on secondary school students

2021 ◽  
Vol 17 (1) ◽  
pp. 314-324
Author(s):  
Yusuf F. Zakariya ◽  
◽  
Barattucci Massimiliano ◽  
Keyword(s):  
Secondary School ◽  
Exploratory Study ◽  
Secondary School Students ◽  
School Students ◽  
Mathematics Motivation ◽  
Motivation Scale

scholarly journals Mathematical Investigation Proficiency among Singapore Secondary School Students: An Exploratory Study

2014 ◽  
Vol 4 (1) ◽  
pp. 3-21
Author(s):  
Joseph B. W. YEO
Keyword(s):  
Secondary School ◽  
Exploratory Study ◽  
Secondary School Students ◽  
Specific Problem ◽  
Prior Experience ◽  
School Students ◽  
Know How ◽  
Mathematical Investigation ◽  
Paper And Pencil ◽  
The Difference

This article presents an exploratory study to find out whether high-ability secondary school students in Singapore were able to deal with open mathematical investigative tasks. A class of Secondary One (or Grade 7) students, who had no prior experience with this kind of investigation, were given a paper-and-pencil test consisting of four open tasks. The results show that these students did not even know how to begin, despite sample questions being given in the first two tasks to guide and help them pose their own problems. The main difficulty was the inability to understand the task requirement: what does it mean to investigate? Another issue was the difference between searching for any patterns without a specific problem to solve, and searching for patterns to solve a given problem. The implications of these findings on teaching and on research methodologies that rely on paper-and-pencil test instruments will also be discussed.

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.

scholarly journals Creencias de los estudiantes de educación secundaria sobre la naturaleza de la ciencia y los modelos científicos: un estudio transversal

2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 465-484
Author(s):  
Olga Pardo Marín ◽  
Joan Josep Solaz-Portolés ◽  
Vicente Sanjosé López
Keyword(s):  
Secondary School ◽  
Scientific Knowledge ◽  
Exploratory Study ◽  
Knowledge Construction ◽  
Secondary School Students ◽  
Scientific Models ◽  
School Students ◽  
Academic Level ◽  
Better Than

En este trabajo se lleva a cabo un estudio exploratorio de las creencias de los estudiantes de secundaria de distintos niveles académicos sobre la construcción y naturaleza de la ciencia y de los modelos científicos. Se cumplimentó un cuestionario cuyos ítems están vinculados tanto a la naturaleza, elaboración y validación del conocimiento científico, como a la naturaleza, función, formulación y validación de los modelos científicos. Participaron 216 estudiantes de ESO y Bachillerato (entre 12 y 18 años). De las puntuaciones medias obtenidas por los estudiantes y del ANOVA efectuado puede concluirse que: a) los conocimientos sobre la construcción y naturaleza de la ciencia y de los modelos científicos no son los más adecuados epistemológicamente y no se alteran con la formación académica; b) las ideas sobre modelos científicos son significativamente mejores que en el caso de la construcción del conocimiento científico, independientemente del curso que se trate; y c) sobrevaloran la observación y la experimentación en los procesos de construcción del conocimiento científico. This exploratory study examines the beliefs of secondary school students at different academic levels regarding the construction and nature of scientific knowledge and scientific models. To this end, a questionnaire was administered to 151 secondary school students in grades 8-12 (ages 12-18). Items included in the questionnaire relate both to nature, elaboration and validation of scientific knowledge and to nature, role, formulation and validation of scientific models. Based on the scores obtained by students and the analyses of variance undertaken, it can be concluded that: a) students' knowledge about the nature of science and scientific models is not epistemologically appropriate and does not improve the higher academic level is; b) students' ideas about scientific models are significantly better than ideas about the construction of scientific knowledge, regardless of academic level; and c) students tend to overvalue the role of observation and experimentation in the processes of scientific knowledge construction.

scholarly journals Examining the Impact of Participating in the School Sports and Selected Variables on School Motivation

2019 ◽  
Vol 7 (3) ◽  
pp. 172
Author(s):  
Tahir Kılıç
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Social Activity ◽  
Physical Activities ◽  
School Students ◽  
School Sports ◽  
Package Program ◽  
Motivation Scale ◽  
The Impact

The objective of this study is to investigate the impact of participating in the school sports on the school motivation according to selected variables. 1463 secondary school students, 790 of whom were male (54%) and 673 female (46%), participated in the study with an age average of 12,46 ± 1.23 years. The school motivation levels of the students were determined via the "School Motivation Scale for the Secondary School Students", which was developed by Kaynak, Özhan and Kan (2017), comprising of 14 articles. The data of the study were analyzed through SPSS 15 package program. The school motivation levels of the students were positively influenced from their participation in school teams, in regular physical activities, in school social activity programs, and their attendance levels to the school (p<0.05). In order to increase the school motivation levels of the secondary school students, it was suggested that they should be encouraged to participate in school teams, they should be motivated for physical activities, they should be invited to school social activity programs, and necessary measures should be taken to minimize their absence from the school.

scholarly journals Dimensional Analysis of the Academic Motivation Scale with Respect to Gender in Secondary School Students with Neural Basis in Indian Context

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
Neural Basis ◽  
School Students ◽  
Academic Motivation Scale ◽  
Indian Context ◽  
Motivation Scale

The present study is an attempt to provide a neural underpinning to the role of gender difference in the construct academic motivation, in secondary school students in Indian context. For this purpose, comparisons of students’ scores of the dimensions of academic motivation were carried out. Samples for the study include 49 urban students (24 boys and 25 girls ) of classes VIII and IX of secondary school in Sriram Nager of Hyderabad city, Telangana, India. Academic motivation construct is measured by using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). For data analysis, measures like mean, standard deviation are used. The significance of the test is calculated using t-test for the level of significance α at 0.05. The findings of the study reveal no differences between the genders in the measured dimensions of academic motivation.

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