How to measure elementary school students' positive experiences when learning mathematics in math classrooms: Development and validation of the math learning flow state scale
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Historical research suggests a positive correlation between students' performance and their math learning experience, particularly through the psychological state of Flow. Flow, characterized by cognitive efficiency, motivation, and positive affect, plays a crucial role in enhancing students' engagement and learning outcomes in math. However, the measurement of students’ Flow experience in math learning haven’t adequately been studied. The aim of this study was to develop and validate the tool Math Flow State Scale (MFSS) to measure students’ flow in math learning based on Flow theory. We used two samples (sample1, n=373; sample2, n=477) to assess the scale's reliability, factor structure, and validity. Data from sample1 was used to conduct exploratory factor analysis (EFA). Based on the results of EFA, a 26-item MFSS with good construct validity was developed. Data from sample 2 was used to conduct the confirmatory factor analysis (CFA) to assess the validity of alternative models and suggested the most fit one. Results have shown that the eight-factor with 24 items MFSS has both good reliability and construct validity. This could support further research exploring the relationship between students' math flow experience, math performance, and other related factors, using similar methodologies to gain deeper insights into how these elements interact and impact overall learning outcomes.
Abstract
Historical research suggests a positive correlation between students' performance and their math learning experience, particularly through the psychological state of Flow. Flow, characterized by cognitive efficiency, motivation, and positive affect, plays a crucial role in enhancing students' engagement and learning outcomes in math. However, the measurement of students’ Flow experience in math learning haven’t adequately been studied. The aim of this study was to develop and validate the tool Math Flow State Scale (MFSS) to measure students’ flow in math learning based on Flow theory. We used two samples (sample1, n=373; sample2, n=477) to assess the scale's reliability, factor structure, and validity. Data from sample1 was used to conduct exploratory factor analysis (EFA). Based on the results of EFA, a 26-item MFSS with good construct validity was developed. Data from sample 2 was used to conduct the confirmatory factor analysis (CFA) to assess the validity of alternative models and suggested the most fit one. Results have shown that the eight-factor with 24 items MFSS has both good reliability and construct validity. This could support further research exploring the relationship between students' math flow experience, math performance, and other related factors, using similar methodologies to gain deeper insights into how these elements interact and impact overall learning outcomes.