Validity Evidence for the Middle School Mathematical Beliefs Scales (MMBS)
DOI:
https://doi.org/10.15517/ap.v40i140.9700Keywords:
Mathematics education, beliefs, attitudes, middle school education, validity evidenceAbstract
Objective. Students’ beliefs about themselves and about what it means to be effective learners of mathematics have been shown to influence multiple factors, such as their success, engagement, and motivation. The purpose of this paper is to report evidence of validity for middle school mathematical beliefs scales (MMBS). Method. Confirmatory Factor Analysis (CFA) was used to examine the reliability and construct validity of the MMBS, using data drawn from a sample of 248 middle school students from a single suburban school on the East Coast of the United States. Results. Findings suggest that the MMBS has a solid six-factor structure that demonstrates robust reliability and construct validity.
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