Introduction and Validation of a Mathematics Motivation Scale for Elementary Students: Testing a Reflective-Formative Model Based on Self-Determination Theory
Introduction and Validation of a Mathematics Motivation Scale for Elementary Students: Testing a Reflective-Formative Model Based on Self-Determination Theory
Subject Areas : Evaluation
Sara Sedighi
1
,
خالد میراحمدی
2
*
,
Khalil Zandi
3
1 -
2 - Ph.D. in Educational Management, Shahid Beheshti University, Tehran, Iran
3 - Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran
Keywords: Mathematics Motivation, Intrinsic Motivation, Extrinsic Motivation, Amotivation, Mathematics,
Abstract :
Although mathematics motivation is not an unfamiliar concept in domestic research, the lack of a valid instrument to measure this construct—particularly at the elementary level—remains evident. This study aimed to introduce and validate a scale based on Self-Determination Theory (SDT) to assess elementary students' mathematics motivation. The research employed a descriptive-survey design. The statistical population included all third- and fourth-grade students in Varamin during the 2023-2024 academic year. A convenience sampling method was used to select 419 participants. The data collection tool was the Elementary Mathematics Motivation Questionnaire (EMMQ), originally developed and validated by Balantekin and Aoksal (2014). This questionnaire consists of 14 items measuring three components: extrinsic motivation, amotivation, and intrinsic motivation. Face validity was confirmed by expert review, and preliminary reliability was established using Cronbach’s alpha. The data were analyzed using First- and second-order factor analyses. Findings indicated that the three-dimensional structure (extrinsic motivation, intrinsic motivation, and amotivation) of the Balantekin and Aoksal (2014) questionnaire demonstrated acceptable validity and reliability in a sample of Iranian students. All factor loadings were significant (>0.40), and fit indices confirmed the model. In the second-order factor analysis, all three components significantly contributed to the overall construct, with negligible multicollinearity. Reliability was confirmed through Cronbach’s alpha (0.74–0.84), Dijkstra-Henseler’s rho (0.74–0.84), and composite reliability (0.84–0.88). These results suggest that the Balantekin and Aoksal (2014) Mathematics Motivation Questionnaire is a valid and reliable tool for assessing elementary students’ mathematics motivation in Iran. It can be effectively utilized in educational research and psychological interventions.
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