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|Other Titles:||Psychometric Properties of Mathematics Problem-Solving Attitude Scale for Primary Students|
confirmatory factor analysis;mathematics problem-solving attitude scale
|Issue Date:||2016-08-08 10:49:26 (UTC+8)|
Although promoting students’ problem-solving ability is one of the major objectives in the mathematics curriculum， few attitude scales designed directly to measure the related aspects of problem-solving as specified in the curriculum are available to practitioners and researchers. The major purpose of this study was to explore the psychometric properties of the “Mathematics Problem-Solving Attitude Scale for Primary Students” based on 275 to 323 primary students who participated in a threesemester Mathematics Performance- and Portfolio-Assessment Project. With respect to the internal factor structure， the results of confirmatory factor analysis supported a correlated five-factor model (the five factors are: willingness to solve mathematical problems， mathematical problem solving process， mathematics connection， mathematics communication， and mathematics cooperation) and a five-factor model with a single second-order general problem-solving factor. In addition， the factor structures were consistent before and after the assessment project. In regard to the relations to external variables， both convergent-discriminant correlations and the results of an experimental study supported the construct validity of the scale. Both internal consistency and longterm test-retest reliabilities were satisfactory. Suggestions for future scale revision， validation， and application are provided.
Journal of Education & Psychology
|Appears in Collections:||[教育與心理研究 TSSCI] 期刊論文|
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