Document Type : Research
Authors
1 , Department of Psychology, Payame Noor University, Tehran, Iran
2 Faculty of Educational Sciences and Psychology, Payam Noor University, Tehran, Iran
3 Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
Abstract
The results of various studies have supported the critical role of the motivation construct in providing students with successful experiences in all areas of academic achievement. Therefore, this research was conducted to study the factor structure and psychometric properties of the Persian version of the Mathematics Motivation Questionnaire in adolescents. In this descriptive survey research, 350 adolescents were selected from the statistical population of first-secondary girls in the 4th education district of Tehran through the available sampling method and responded to the Mathematics Motivation Questionnaire, the revised version of the Stress Measure Scale and Psychological Capital Questionnaire - Adolescent Version. The results of the confirmatory factor analysis showed that the MMQ had good factorial validity with a five-factor structure consisting of intrinsic value, self-regulation, self-efficacy, utility value and test anxiety. In addition, the results related to the correlation between the dimensions of students’ Mathematics Motivation with their cognitive appraisals of failure experiences in the context of responding to the demands of mathematics lessons and also with the psychological capital of learners in situations of academic achievement, supported the validity of the MMQ. In sum, these results, while emphasizing the theoretical sound of the conceptual underlying of the mathematics motivation questionnaire, on the one hand, by repeating the factor structure of this assessment tool, supported the context-independent function of motivational constructs and on the other hand, the necessity of understanding the context of motivational constructs based on the specific demands of different subjects.
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