The development of a math self-report inventory for elementary students and the analysis in terms of various variables

The purpose of this study was to develop a math self-report inventory (MSRI) measure of perceived task value and expectancy beliefs of mathematical literacy for elementary students. The Math Self-Report Inventory is based on the expectancy-value theory of achievement motivation. In Study 1 (n = 1258), 33 survey items were created for the Math Self-Report Inventory and exploratory factor analysis was conducted. Results indicated that achievement-related beliefs seperated into four task values factor (interest, utility, attainment, personel cost) and expectancy factor (expectancies for success). In Study 2 (n = 1283), confirmatory factor analysis proposed several survey modifications. But resulted in a refined model provided an acceptable fit for the data. Moreover, convergent and discriminant validity coefficients, and the reliability analysis of the scores were examined. In order to maintain convergent validity, construct reliability, item reliability and average variance values were calculated and the findings indicated that construct reliability, item reliability and average variance values generally provided the required criteria. Discriminant validity was above the adequate criteria value in all factors. The reliability analysis of the scores from the Math Self- Report Inventory appeared to be satisfactory and had good internal consistency. According toresults, MSRI scores for elementary school students did not differ by gender whereas MSRI scores for elementary school students are significantly influenced by grade-level. Furthermore, it was also found that the elementary students? MSRI scores were correlated with students? mathematics achievement scores (SBS) and transcript positively. These findings demonstrated that the MSRI is a valid and reliable instrument for the elementary students from Turkey which may serve a useful guiding future research aiming to students? achievement-related beliefs grounded in the expectancy-value theory of achievement motivation.