Abstract
This study reports the development and the psychometric properties of a new 87-item Mathematics Information Processing Scale (MIPS) that explores (a) learning strategies for statistics (or mathematics-related) content, (b) metacognitive problem-solving skills, and (c) attentional deployment in evaluative contexts. A total of 340 introductory statistics students (188 females and 152 males) completed the MIPS along with measures of statistics anxiety, attitudes toward statistics, and student learning approaches. Exploratory factor analysis, with oblique rotation, indicated a multidimensional interpretation of the MIPS, and the corresponding scales correlated as expected with related variables. Factor analysis identified five theoretically meaningful dimensions tentatively labeled Metacognitive Problem Solving, Deep-Associative Study, Surface-Disintegrated Study, Performance Preoccupation, and Strategic Study.
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