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The Mathematics Value Inventory for general education students: development and initial validation.

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Title: The Mathematics Value Inventory for general education students: development and initial validation.
Authors: Luttrell VR (AUTHOR), Callen BW (AUTHOR), Allen CS (AUTHOR), Wood MD (AUTHOR), Deeds DG (AUTHOR), Richard DCS (AUTHOR)
Source: Educational & Psychological Measurement. Feb2010, Vol. 70 Issue 1, p142-160. 19p.
Subjects: SELF-evaluation, EXPECTANCY-value theory, ACADEMIC achievement, COLLEGE students, GENDER differences (Psychology), GENERAL education, LITERACY, GENDER identity, SURVEYS
Abstract: The goal of this study was to develop a self-report inventory that measures individual differences in the perceived value of mathematical literacy for general education students.The Mathematics Value Inventory (MVI) is grounded in the Eccles et al. model of achievement-related choices and surveys students' beliefs in four areas: interest, general utility, need for high achievement, and personal cost. This study describes the development and initial score validation of the MVI. As hypothesized, it was found that (a) MVI scores for students who were not majoring in math did not differ by gender, (b) students who had higher MVI scores had completed more college course work in math than did students with lower scores, and (c) MVI scores were not related to scores on a measure of social desirability. [ABSTRACT FROM AUTHOR]
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Database: Teacher Reference Center
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Abstract:The goal of this study was to develop a self-report inventory that measures individual differences in the perceived value of mathematical literacy for general education students.The Mathematics Value Inventory (MVI) is grounded in the Eccles et al. model of achievement-related choices and surveys students' beliefs in four areas: interest, general utility, need for high achievement, and personal cost. This study describes the development and initial score validation of the MVI. As hypothesized, it was found that (a) MVI scores for students who were not majoring in math did not differ by gender, (b) students who had higher MVI scores had completed more college course work in math than did students with lower scores, and (c) MVI scores were not related to scores on a measure of social desirability. [ABSTRACT FROM AUTHOR]
ISSN:00131644
DOI:10.1177/0013164409344526