TY - JOUR
T1 - Measuring Motivation for Mathematics Course Choice in Secondary School Students
T2 - Interrelationships Between Cost and Other Situated Expectancy-Value Theory Components
AU - Kirkham, Jane
AU - Chapman, Elaine
AU - Male, Sally
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research is supported by an Australian Government Research Training Program (RTP) Scholarship.
Publisher Copyright:
© The Author(s) 2023.
PY - 2023/4/1
Y1 - 2023/4/1
N2 - Higher-level mathematics courses in upper secondary school serve as a critical filter to future educational courses and careers in Science, Technology, Engineering and Mathematics (STEM). However, the percentage of senior school students in Australia undertaking higher-level mathematics courses is decreasing. Given that these courses provide students with skills and knowledge integral to STEM disciplines, it is important to discover factors that serve to encourage or detract students in choosing higher-level mathematics courses. Considering that educational and career choices are influenced by personal interests, values, and expectations, the purpose of this study was to design and validate a bipolar format survey instrument to investigate motivational factors on mathematics course choices of Year 10 Australian school students based upon Situated Expectancy-Value Theory (SEVT). A 25-item survey instrument using a bipolar format was developed to measure: Expectancy for success (operationalized as Competence-beliefs); Intrinsic value; Attainment value; Utility value; and Cost in relation to mathematics. Confirmatory and exploratory factor analyses of data collected from Year 10 students (n = 886) revealed a four-factor model consisting of well-defined factors of Competence-beliefs, Intrinsic value, Attainment value, and Utility value. Unexpectedly, the items designed to measure the Cost factor dispersed variously into the factors of Competence-beliefs, Intrinsic value, and Utility value, and conceptually plausible explanations are offered for this finding. This survey represents a promising instrument for measuring predictors of mathematics course choices in senior school students. The study findings also suggest interrelationships between specific cost dimensions and other factors relevant to the measurement of SEVT constructs more generally.
AB - Higher-level mathematics courses in upper secondary school serve as a critical filter to future educational courses and careers in Science, Technology, Engineering and Mathematics (STEM). However, the percentage of senior school students in Australia undertaking higher-level mathematics courses is decreasing. Given that these courses provide students with skills and knowledge integral to STEM disciplines, it is important to discover factors that serve to encourage or detract students in choosing higher-level mathematics courses. Considering that educational and career choices are influenced by personal interests, values, and expectations, the purpose of this study was to design and validate a bipolar format survey instrument to investigate motivational factors on mathematics course choices of Year 10 Australian school students based upon Situated Expectancy-Value Theory (SEVT). A 25-item survey instrument using a bipolar format was developed to measure: Expectancy for success (operationalized as Competence-beliefs); Intrinsic value; Attainment value; Utility value; and Cost in relation to mathematics. Confirmatory and exploratory factor analyses of data collected from Year 10 students (n = 886) revealed a four-factor model consisting of well-defined factors of Competence-beliefs, Intrinsic value, Attainment value, and Utility value. Unexpectedly, the items designed to measure the Cost factor dispersed variously into the factors of Competence-beliefs, Intrinsic value, and Utility value, and conceptually plausible explanations are offered for this finding. This survey represents a promising instrument for measuring predictors of mathematics course choices in senior school students. The study findings also suggest interrelationships between specific cost dimensions and other factors relevant to the measurement of SEVT constructs more generally.
KW - bipolar format
KW - higher-level mathematics
KW - mathematics course choices
KW - school students
KW - Situated Expectancy-Value Theory
UR - http://www.scopus.com/inward/record.url?scp=85162882566&partnerID=8YFLogxK
U2 - 10.1177/21582440231180671
DO - 10.1177/21582440231180671
M3 - Article
AN - SCOPUS:85162882566
SN - 2158-2440
VL - 13
JO - Sage Open
JF - Sage Open
IS - 2
ER -