The Development of a Questionnaire for Assessing Students' Learning Motivation toward Mathematics (QSLMM)

Yıl 2025, Cilt: 12 Sayı: 4, 108 - 121, 06.01.2026

Erh-tsung Chin , Ruei Chang Lo

https://doi.org/10.17278/ijesim.1687705

Öz

Learners with motivation are more likely to construct knowledge actively and strive towards their goals continuously. Therefore, this study aims to develop a Mathematics Learning Motivation Questionnaire to provide a reference for mathematics teachers. After the literature review, this study categorises the factors influencing students' learning motivation into five main categories: learning environment, test anxiety, intrinsic value, self-efficacy, and self-regulation. After the pre-test data were analysed and tested for reliability and validity, the contents of QSLMM were 30 items whilst 7 items for “learning environment stimulation”, 6 items for “test anxiety”, 4 items for “intrinsic value”, 7 items for “self-efficacy”, and 4 items for “self-regulation”, and 2 reverse coded items as test items. The Cronbach’s α coefficient of the total scale was .977, and Cronbach’s coefficients of the five subscales were .938, .913, .850, .899, and .810, respectively. At the same time, the values of the RMR, RMSEA, GFI, AGFI, CFI, NFI, NNFI and IFI were .035, .055, .917, .901, .936, .928, .929 and .936, respectively. All data meets the test standards. In the cross-validation analysis part, the result of measurement invariance was not significant in Δχ2 of residual analysis. Both △CFI and △TLI are less than the standard of .05. The results of the study showed that the questionnaire possesses good reliability and validity. Hence the QSLMM could effectively assess students’ learning motivation toward mathematics for teachers’ reference for teaching mathematics.

Anahtar Kelimeler

learning environment , test anxiety , intrinsic value , self-efficacy , self-regulation

Kaynakça

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