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

Authors

Logan Fiorella, University of Georgia
So Yoon Yoon, University of Cincinnati
Kinnari Atit, University of California
Jason R. Power, University of Limerick
Grace Panther, University of Nebraska - LincolnFollow
Sheryl Sorby, University of Cincinatti
David H. Uttal, Northwestern University
Norma Veurink, Michigan Technological University

ORCID IDs

Logan Fiorella

Date of this Version

8-31-2021

Citation

Fiorella et al. IJ STEM Ed (2021) 8:52 https://doi.org/10.1186/s40594-021-00307-x

Comments

OPEN ACCESS

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.