Abstract
This study explored motivation in mathematics across the transition from elementary to junior high school in Japan. The purpose of this study was to develop and assess the modified version of the Mathematics Motivation Scale (MMS) on a Japanese sample to measure the development of MMS longitudinally. The modified MMS measures four subscales: mastery goal, task value, mathematics anxiety, and performance goal. 1519 (Time 1) pupils and students from the fifth to ninth graders, 1238 (Time 2) in eight elementary schools and students in six junior high schools in Tokyo participated in self-reported questionnaire investigation longitudinally. Confirmatory factor analyses revealed the four-factor structure: mastery goal, task value, mathematics anxiety, and performance goal as Oie and Fujie (2007a, 2007b) revealed. The modified MMS exhibited good overall internal consistencies and satisfactory test-retest reliability over three to four months period. The validity of the modified MMS was further demonstrated through inter-correlations between its subscales.
Highlights
Late childhood and early adolescence are faced with many changes in the stage of development from childhood to adolescence
The modified Mathematics Motivation Scale (MMS) measures four subscales: mastery goal, task value, mathematics anxiety, and performance goal. 1519 (Time 1) pupils and students from the fifth to ninth graders, 1238 (Time 2) in eight elementary schools and students in six junior high schools in Tokyo participated in selfreported questionnaire investigation longitudinally
Any completed MMS forms (Time 1 and Time 2) with missing responses were excluded from the final data pool
Summary
Late childhood and early adolescence are faced with many changes in the stage of development from childhood to adolescence. Motivation declines in academic domains in this period have been the center of researchers’ interests, to understand what underlies the motivational landscape of early adolescence (Wang & Pomerantz, 2009) To this end, educational and developmental researchers have focused on children’s developing psychological needs, changes in their environment, and the fit between the two as they enter adolescence (Eccles, Wigfield, Harold, & Blumenfeld, 1993). Educational and developmental researchers have focused on children’s developing psychological needs, changes in their environment, and the fit between the two as they enter adolescence (Eccles, Wigfield, Harold, & Blumenfeld, 1993) They have repeatedly observed a decline in students’ motivation as they progress through elementary school and high school. In spite that a large amount of research in the educational context has been conducted on motivation, little research has focused on changes in these motivations across the school years (Otis, Grouzet, & Pelletier, 2005)
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