This article details the development, validation, and implementation of the elementary mathematics motivation inventory, a survey instrument designed to measure motivational constructs related to mathematics in elementary students.
The authors describe the results of a 2-year study in which they developed, validated, and implemented the Elementary Mathematics Motivation Inventory.
Currently, there is limited research on elementary students' motivation for mathematics since this construct was difficult to measure in young children.
In addition to describing the development and validation process for the elementary mathematics motivation inventory (EMMI), the authors present a discussion of the findings from Year Two of this study.
This study aimed to investigate the effects of integrating dynamic concept maps with Interactive Response System IRSS) on elementary school students' motivation and anti-phishing learning outcome.
While students at the upper elementary grades report less motivation for mathematics than students in lower grades, it is unclear if they have more motivation than students in other schools where a traditional mathematics curriculum is implemented.
Estimating constructs such as motivation in elementary students can prove to be problematic and inconsistent [50].
By identifying levels of motivation in elementary students, researchers can then qualitatively examine reasons why students report high or low levels of motivation for mathematics.
Two objectives were established for data analysis: (1) to examine validity and confirm the overall constructs of the survey instrument, and (2) to examine levels of mathematics motivation in elementary age students.
The need for models of science curriculum in the elementary school curriculum provides a motivation for promoting the development, delivery, and research of science curriculum for early elementary students.
