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ERIC Number: ED326551
Record Type: Non-Journal
Publication Date: 1990-Jun
Pages: 169
Abstractor: N/A
Reference Count: N/A
Mathematics Assessment Questionnaire: A Survey of Thoughts and Feelings for Students in Grades 7-9. Technical Report. Research Edition.
Hecht, Deborah; Tittle, Carol Kehr
The Mathematics Assessment Questionnaire was designed to sample thoughts and feelings of students in grades 7 through 9 in relation to solving mathematical word problems. Test development studies began in 1986-87 with a review of research and literature and the writing of sample statements that were evaluated by 16 experienced teachers and educators. In the 1987-88 academic year, a series of small-scale studies addressed issues related to: (1) metacognitive statements; (2) self-regulatory statements; (3) affective belief; (4) motivation; (5) attribution statements; and (6) usefulness to teachers. In a 1988 pilot study, the revised statements were administered in three forms to 1,557 students in grades 7, 8, and 9 in New York City. The item pool was subsequently revised to retain a model of the domain structure that included both settings and psychological constructs. Analyses were conducted on data for 1,368 respondents. The revised questionnaire was administered in the fall of 1988 to 2,658 students in grades 7, 8, and 9 in New York City public schools. Results from 2,451 students were examined through factor and discriminant analyses to provide information about students' item responses and test reliability. Forty tables and two figures provide data from the development studies. A 30-item list of references is included. The 161-item source questionnaire; the responses for the fall 1988 sample; and statement numbers, scale response numbers for indicators, and interpretation of diagnostic indicators for affective belief, motivation, and attribution categories are appended. (SLD)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: City Univ. of New York, NY. Center for Advanced Study in Education.