Preliminary Evaluation of the Psychometric Properties of the Italian Version of the Mathematics Motivation Questionnaire

ABSTRACT

The Mathematics Motivation Questionnaire is a self‐report measure aimed to assess motivational factors related to mathematics learning. The aim of this study was to explore the psychometric properties of the Italian version of the Mathematics Motivation Questionnaire in a sample of first‐year psychology undergraduate students. A confirmatory factor analysis was computed to test the factor structure of the questionnaire. The reliability of the scale was evaluated. The relationship between the subscale measuring mathematics test anxiety and the Abbreviated Math Anxiety Scale was assessed to measure convergent validity. Criterion validity was explored by examining the correlation between the scores of the different subscales of the questionnaire and mathematics performance. An adequate fit of the five‐factor model was found. Moreover, the questionnaire showed satisfactory internal consistency. A good convergent validity of the mathematics test anxiety subscale with the Abbreviated Math Anxiety Scale was found. Regarding preliminary exploration of criterion validity, the analyses showed positive and statistically significant associations between intrinsic value, self‐regulation, and self‐efficacy with mathematics performance. Moreover, a negative and statistically significant association between mathematics test anxiety and mathematics performance was observed. The findings of this preliminary study suggest that the Italian version of the Mathematics Motivation Questionnaire has adequate psychometric properties and may be used as a valid measure for assessing central motivational factors related to mathematics learning among undergraduate students.