An IERI – International Educational Research Institute Journal
Measures | Abbreviation | No. of items | Operationalisation |
---|---|---|---|
Student engagement with and at schools | |||
 Sense of belonging | BELONG | 9 | Students’ reports about their feeling of social connectedness, happiness, and satisfaction at school |
 Attitudes towards learning outcomes | ATTSCHL | 4 | Students’ reports about the importance of school for their future |
 Attitudes towards learning activities | ATTLNACT | 4 | Students’ reports about the importance of and pleasure they derive from working hard at school |
Students’ drive and motivation | |||
 Perseverance | PERSEV | 5 | Students’ responses about their willingness to work on problems that difficult, even when they encounter problems |
 Openness to problem-solving | OPENPS | 5 | Students’ responses about their willingness to engage with problems |
 Self-responsibility for failing in mathematics | FAILMAT | 6 | Students’ responses about whether they attribute failure in mathematics tests to themselves or to others |
 Intrinsic motivation (indicated by mathematics interest) | INTMAT | 4 | Students’ responses about whether they enjoy mathematics and work hard in mathematics because they enjoy the subject |
 Instrumental motivation | INSTMOT | 4 | Students’ responses about whether they believe mathematics is important for their future careers |
Mathematics self-beliefs, dispositions, and participation in mathematics-related activities | |||
 Mathematics self-efficacy | MATHEFF | 8 | Students’ responses about their perceived ability to solve a range of pure and applied mathematics problems |
 Mathematics self-concept | SCMAT | 5 | Students’ responses about their perceived competence in mathematics |
 Mathematics anxiety | ANXMAT | 5 | Students’ responses about feelings of stress and helplessness when dealing with mathematics |
 Mathematics behaviour | MATHBEH | 8 | Students’ responses about their participation in a range of mathematics-related activities |