Design and Validation of an Attitudes towards Mathematics Scale

The aim of this study is to evaluate the psychometric properties of an Attitudes towards Mathematics Scale (AMS) for students who are finishing elementary school and starting high school. For this purpose, a specific measure was designed, and its psychometric properties and predictive capacity were...

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Autores principales: Stelzer, Florencia, Vernucci, Santiago, Aydmune, Yesica Sabina, del Valle, Macarena Verónica, Andrés, María Laura
Formato: Artículo revista
Lenguaje:Español
Publicado: Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC) 2020
Materias:
attitudes towards mathematics
assessment
psychometric properties
students
actitud hacia las matemáticas
medición
propiedades psicométricas
escolares
Acceso en línea:https://revistas.unc.edu.ar/index.php/revaluar/article/view/30109
Aporte de:
Revista Evaluar de Universidad Nacional de Córdoba
id I10-R331-article-30109
record_format ojs
spelling I10-R331-article-301092021-06-05T20:08:25Z Design and Validation of an Attitudes towards Mathematics Scale Diseño y validación de una escala de actitudes hacia las matemáticas Stelzer, Florencia Vernucci, Santiago Aydmune, Yesica Sabina del Valle, Macarena Verónica Andrés, María Laura attitudes towards mathematics assessment psychometric properties students actitud hacia las matemáticas medición propiedades psicométricas escolares The aim of this study is to evaluate the psychometric properties of an Attitudes towards Mathematics Scale (AMS) for students who are finishing elementary school and starting high school. For this purpose, a specific measure was designed, and its psychometric properties and predictive capacity were evaluated. 193 students of elementary (sixth grade) and high school (first  and second year) participated in the study (M age = 12.7 years, SD = 0.36). Item-total correlations and Cronbach's alpha (α = .92) indicated that the scale is consistent for construct measurement. Exploratory factor analysis showed a three-factor structure, named perceived competence, liking/motivation for mathematics, and school engagement behaviours. Regarding predictive validity, moderate correlations were found among scale’s dimensions and measures of academic productivity and success in mathematics. These results suggest that the AMS represents a reliable and valid tool for assessing attitudes towards mathematics. El objetivo de este estudio es evaluar las propiedades psicométricas de una Escala de Actitudes hacia las Matemáticas (EAM) para estudiantes que finalizan la escolaridad primaria e inician la secundaria. Para ello, se diseñó una escala y se evaluaron sus propiedades psicométricas y su capacidad predictiva. Participaron 193 estudiantes de sexto grado de primaria y primer y segundo año de secundaria (edad: ME = 12.7 años; DE = 0.36). Las correlaciones ítems-total y el alfa de Cronbach (α = .92) indicaron que la escala es consistente. El análisis factorial exploratorio indicó una estructura de tres factores, designados competencia percibida, gusto/motivación por las matemáticas y conductas de compromiso escolar. Se observaron correlaciones moderadas entre las tres dimensiones de la EAM y medidas de éxito y productividad académica en matemáticas. Estos resultados sugieren que la EAM representa un medio confiable y válido para la estimación de las actitudes hacia las matemáticas. Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC) 2020-08-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revaluar/article/view/30109 10.35670/1667-4545.v20.n2.30109 Revista Evaluar; Vol. 20 Núm. 2 (2020); 51-68 1667-4545 10.35670/1667-4545.v20.n2 spa https://revistas.unc.edu.ar/index.php/revaluar/article/view/30109/30861 Derechos de autor 2020 Florencia Stelzer, Santiago Vernucci, Yesica Sabina Aydmune, Macarena Verónica del Valle, María Laura Andrés http://creativecommons.org/licenses/by/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-331
container_title_str Revista Evaluar
language Español
format Artículo revista
topic attitudes towards mathematics
assessment
psychometric properties
students
actitud hacia las matemáticas
medición
propiedades psicométricas
escolares
spellingShingle attitudes towards mathematics
assessment
psychometric properties
students
actitud hacia las matemáticas
medición
propiedades psicométricas
escolares
Stelzer, Florencia
Vernucci, Santiago
Aydmune, Yesica Sabina
del Valle, Macarena Verónica
Andrés, María Laura
Design and Validation of an Attitudes towards Mathematics Scale
topic_facet attitudes towards mathematics
assessment
psychometric properties
students
actitud hacia las matemáticas
medición
propiedades psicométricas
escolares
author Stelzer, Florencia
Vernucci, Santiago
Aydmune, Yesica Sabina
del Valle, Macarena Verónica
Andrés, María Laura
author_facet Stelzer, Florencia
Vernucci, Santiago
Aydmune, Yesica Sabina
del Valle, Macarena Verónica
Andrés, María Laura
author_sort Stelzer, Florencia
title Design and Validation of an Attitudes towards Mathematics Scale
title_short Design and Validation of an Attitudes towards Mathematics Scale
title_full Design and Validation of an Attitudes towards Mathematics Scale
title_fullStr Design and Validation of an Attitudes towards Mathematics Scale
title_full_unstemmed Design and Validation of an Attitudes towards Mathematics Scale
title_sort design and validation of an attitudes towards mathematics scale
description The aim of this study is to evaluate the psychometric properties of an Attitudes towards Mathematics Scale (AMS) for students who are finishing elementary school and starting high school. For this purpose, a specific measure was designed, and its psychometric properties and predictive capacity were evaluated. 193 students of elementary (sixth grade) and high school (first  and second year) participated in the study (M age = 12.7 years, SD = 0.36). Item-total correlations and Cronbach's alpha (α = .92) indicated that the scale is consistent for construct measurement. Exploratory factor analysis showed a three-factor structure, named perceived competence, liking/motivation for mathematics, and school engagement behaviours. Regarding predictive validity, moderate correlations were found among scale’s dimensions and measures of academic productivity and success in mathematics. These results suggest that the AMS represents a reliable and valid tool for assessing attitudes towards mathematics.
publisher Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC)
publishDate 2020
url https://revistas.unc.edu.ar/index.php/revaluar/article/view/30109
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first_indexed 2024-09-03T21:07:12Z
last_indexed 2024-09-03T21:07:12Z
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