Linking TIMSS 2007 Mathematics Attitude Items to Expectancy-Value Theory: Implications for School Counselors and Educators
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The purpose of this study was to connect achievement motivational variables delineated in expectancy-value (E-V) theory and the dimensions reflected in the factor structure of the 12 items that measure attitudes toward mathematics included in 2007 TIMSS Eighth Grade Student Questionnaire, in order to suggest ways to use the 12 items in a psychometrically and theoretically sound manner. The sample was drawn from the 2007 national TIMSS database and was split into an exploratory and a validation sample. A three-factor solution with oblique rotation from the exploratory sample was deemed to be the best internal structure for the 12-item scores, which accounted for approximately 65% of the total variance. A confirmatory factor analysis from the validation sample indicated that the fit of the three-factor model to the data was adequate, χ2 (54) = 827.960, p < .01; NFI = .955; CFI = .958; RMSEA = .064. These findings suggest that, with relative confidence, researchers can use the 12 items to generate three mathematics attitude variables that are aligned with E-V theory: mathematics confidence, intrinsic valuing, and extrinsic valuing. Implications for school counselors and educators are addressed.
Abstract
The purpose of this study was to connect achievement motivational variables delineated in expectancy-value (E-V) theory and the dimensions reflected in the factor structure of the 12 items that measure attitudes toward mathematics included in 2007 TIMSS Eighth Grade Student Questionnaire, in order to suggest ways to use the 12 items in a psychometrically and theoretically sound manner. The sample was drawn from the 2007 national TIMSS database and was split into an exploratory and a validation sample. A three-factor solution with oblique rotation from the exploratory sample was deemed to be the best internal structure for the 12-item scores, which accounted for approximately 65% of the total variance. A confirmatory factor analysis from the validation sample indicated that the fit of the three-factor model to the data was adequate, χ2 (54) = 827.960, p < .01; NFI = .955; CFI = .958; RMSEA = .064. These findings suggest that, with relative confidence, researchers can use the 12 items to generate three mathematics attitude variables that are aligned with E-V theory: mathematics confidence, intrinsic valuing, and extrinsic valuing. Implications for school counselors and educators are addressed.
참고문헌 (33)
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