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ERIC Number: EJ1121981
Record Type: Journal
Publication Date: 2016-Dec
Pages: 25
Abstractor: As Provided
ISSN: EISSN-1696-2095
Attitudes towards Mathematics at Secondary Level: Development and Structural Validation of the Scale for Assessing Attitudes towards Mathematics in Secondary Education (SAT-MAS)
Yáñez-Marquina, Lara; Villardón-Gallego, Lourdes
Electronic Journal of Research in Educational Psychology, v14 n3 p557-581 Dec 2016
Introduction: In secondary education, students' low achievement and engagement in mathematics are closely related to their attitudes towards the subject. Despite the international body of research, an exhaustive literature review of the existing instruments for measuring it draws attention to the inconsistency in the definition and corresponding factor structure for the construct attitudes towards mathematics. Therefore, the aim of this paper is to develop and validate an instrument for measuring secondary students' attitudes towards mathematics based on a preliminary detailed theoretical framework. Method: The sample comprised 792 students, with an average age of 13.96 (SD = 1.09) years, from Biscay (Basque Country Autonomous Region, Spain). Confirmatory factor analyses were conducted to test the theoretical proposed non-hierarchical structure, consisting of three first-order factors (student's math self-concept, perceived usefulness of mathematics and interest for mathematics). Results: The results largely confirmed that this model showed a good fit to the data. Internal consistency, discriminant validity and criterion-related validity tests yielded good Cronbach's alpha coefficients, strong correlations between the proposed dimensions and moderately positive correlation scores between attitudes towards mathematics and students' mathematical performance measured with a math achievement test developed "ad-hoc." Discussion: The resulting 19-item scale may represent a psychometrically sound instrument both for research purposes and for educational interventions. To conclude, the contribution of the present study to the research on attitudes towards mathematics is discussed, and some issues are suggested for future research to address.
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Identifiers - Assessments and Surveys: Fennema Sherman Mathematics Attitudes Scales
Grant or Contract Numbers: N/A