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首页> 外文期刊>International Journal of Mathematical Education in Science and Technology >Measurement of students' mathematics motivation and self-concept at institutions of higher education: evidence of reliability and validity
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Measurement of students' mathematics motivation and self-concept at institutions of higher education: evidence of reliability and validity

机译：高校学生数学动机和自我概念的度量：信度和效度的证据

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摘要

The study aims at proposing a quantitative instrument tailored to measure the level of mathematics motivation and self-concept of students in mathematics courses at academic institutions of higher education. The significance of this study stems from its endeavour to measure mathematics motivation and self-concept of students in courses of mathematics at academic institutions of higher education which ultimately contributes to the success of students, academic institutions and societies. A quantitative research methodology has been employed in this study in which a 55-item survey instrument has been tailored and piloted. The results of factor analysis indicate that the instrument's items loaded into mathematics motivational factors and mathematics self-concept factors. The cumulative percentage explained by mathematics motivational factors is 55.3% and the cumulative percentage explained by mathematics self-concept factors is 53.2%. The factors of mathematics motivation and mathematics self-concept explain the majority of variance in the dataset. The findings of validity and reliability tests show that 35 items measure mathematics motivation through four subscales which include importance and necessity of mathematics; perception of success in mathematics; enjoyment of mathematics; and expectations of future career and income. The other 20 items measure mathematics self-concept through two subscales which include cognitive mathematics self-concept and affective mathematics self-concept.
机译：这项研究旨在提出一种量化工具，以量度高等教育机构的数学课程中学生的数学动机和自我概念的水平。这项研究的意义源于其努力在高等教育的学术机构的数学课程中测量学生的数学动机和自我概念，这最终有助于学生，学术机构和社会的成功。这项研究采用了定量研究方法，其中量身定制了55项调查工具并进行了试点。因子分析的结果表明，该仪器的项目分为数学动机因子和数学自我概念因子。由数学动机因素解释的累积百分比为55.3％，由数学自我概念因素解释的累积百分比为53.2％。数学动机和数学自我概念的因素解释了数据集中的大部分方差。有效性和可靠性测试的结果表明，有35个项目通过四个子量表来衡量数学动机，这些子量表包括数学的重要性和必要性。对数学成功的看法;享受数学;以及对未来职业和收入的期望。其他20个项目通过两个子量表来衡量数学自我概念，其中包括认知数学自我概念和情感数学自我概念。

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