Attitude Domains in e-asTTle

7/26/2019 Attitude Domains in e-asTTle

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Research and Work Programme Summary

At ti tude Domains in e-asTTle

1. Background

CDRom

asTTle

was

developed

with

one

pre

defined

set

of

attitude

questions

that

were

included

in

all

testareas. ThedevelopmentofthissetofquestionswasbasedontheNEMPattitudequestions,with

resultsrecordedonafourpointLikertscalerepresentedassmileyfaces(below).

ThisoriginalsetofattitudequestionswasalsoincludedineasTTlein2008.

AspartoftheongoingdevelopmentofeasTTle,AucklandUniServicescompletedfurtherresearchinto

theattitudedomains. Schoolshadrequestedtheabilitytochoosefromabroaderrangeofattitude

questions. Researchwasundertakentodevelopasetofattitudedomainsthatwouldprovideteachers

withotherattitude/personalitymeasurementdomainstochoosefromwhenincorporatingsuch

measureswithcustomisedoradaptivetests. Thus,whenatestiscreated,therewouldbemultiplesets

ofattitude/personalityitemsavailable.

Whilethepossibilitieswerenumerousregardingtheconstructsthatmightbeusedasattitudeor

personalitysets,thefollowingconstructswereidentifiedasbeingbothhighlyrelevanttostudents,and

ofparticularinterestforinclusionaseasTTlepersonality/attitudedomains.


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2. SummaryofConstructs

Engagement

Definition

Studentengagement

involves

both

behavioural

(attendance)

and

emotional

(sense

of

belonging)

components. Studentswhoareengagedintheirschoolactivitiesshowsustainedbehavioural

involvementintheirlearningactivitiesandastrongsenseofbelongingandworthwithintheirlearning

environment. Studentengagementisnotasoloactivity;ratheritencapsulatestherelationshipsthat

studentshavewithavarietyofdifferentpeople(teachers,peers)andcontexts(schoolstructures,

facilities,andcurricula)withintheschoolenvironment.

MeasuresofStudentEngagement

Thereexistfourwellvalidatedmeasuresrelatingtostudentengagement;NationalSurveyofStudent

Engagement,

College

Student

Experiences

Questionnaire

4

th

Ed,

High

School

Survey

of

Student

Engagement(HSSSE),andthePISAStudentEngagementScale(seeAppendixA). WhilsttheHSSSE

providesathoroughmeasureofengagementandparticipation,itisdesignedforhighschoolstudents

andcomprisesofwordingthatisverydirectedatAmericanhighschoolcommunities. Withthe

exceptionofthePISAmeasure,allofthescalesfocusstronglyontheattendanceandparticipation

aspectsofstudentengagement. Incontrast,thePISAStudentEngagementScalestronglyfocusesonthe

student'ssenseofbelongingatschool,andattitudestowardsschooling. Afurtheradvantageofthis

scaleisitsvalidationacrossallOECDcountriesand,althoughdesignedforusewith15yearold

students,hasareadabilitylevelappropriateforyoungerstudents.

Motivation

Definition

Studentmotivationisdefinedasastudentswillingness,desire,need,andcompulsiontobesuccessful

in,andparticipatein,thelearningprocess(Bomia,Beluzo,Demeester,Elander,Johnson,&Sheldon,

1997). Whilsttherearemanyfactorsthatcontributetostudentsinterestandlevelofengagement,

SkinnerandBelmont(1991)suggestthatmotivatedstudentsselecttasksattheborderoftheir

competencies,initiateactionwhengiventheopportunity,andexertintenseeffortandconcentrationin

theimplementationoflearningtasks;theyshowgenerallypositiveemotionsduringongoingaction,

includingenthusiasm,optimism,curiosity,andinterest(p.3).

MeasuresofMotivation

Therearemanyinstrumentsavailabletomeasurestudentmotivation(e.g.,Multidimensional

MultiattributionalCausalityScale;MotivatedStrategiesforLearningQuestionnaire;Motivation

OrientationScale;InventoryofSchoolMotivation;&LearningProcessQuestionnaire). Dependingon

thetypeofmotivationormotivationaltheoryadopted,typicallythesescalesmeasureeither

intrinsic/extrinsicmotivation(achievingmotive),ortomeetarequiredexternalexpectation


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(surface/deepmotivation). Further,motivationisassessedeitherinrelationtoaglobalvariable,for

example,theschoolcontext(e.g.,InventoryofSchoolMotivation),orinrelationtosubjectspecifically

(e.g.,MotivationforReadingQuestionnaire).

Interest

Definition

Typically,anindividualsinterestislinkedtoherorhisachievementwithparticularsubjectcontent. It

hasbeenproposedbyDewey(1913)andMitchell(1993)thatobtainingstudentinterestconsistsof

triggeringconditionsthatbothcatchandholdinterestovertime. Wherecatchinginterestinvolves

engagingandstimulatingstudents,holdinginterestinvolvesmakingclassresourcesandmaterial

involvingandmeaningful. However,theholdcomponentofinterestappearstobethemostrelevantto

interestbeingheldovertime(Harackiewicz,2000).

MeasuresofStudentInterest

Thereexistveryfewgenericstudentinterestscales,withresearchonstudentintereststypically

measuredwithscalesdesignedinrelationtotheresearchquestionbeingexamined(e.g.,InterestWave,

2000&StudentInterestInventory,1997),orwhereinterestisrepresentedasasubconstructof

motivationalmeasures. AnexceptionistheKvalitetiMatematikkundervisningen(KIM)questionnaire,

whichwasestablishedaspartofaqualityinmathematicsteachingprojectcarriedoutinNorwayin

1995,amongststudentsacrossgrades6to9(seeAppendixA). KIMQuestionnairehasbeenused

extensivelyasaninstrumenttoassessstudybeliefsandattitudestowardsMathematics(Graumann,

1996;Leder&Forgasz,2002;Pehkonen,1994;Pehkonen,1996;Pehkonen&Lepmann,1994;Perry,

Howard,&Tracey,1999;Tinklin,2003;Tsamir&Tirosh,2002;Vacc&Bright,1999;Williams,Burden,&

Lanvers,2002).

Selfregulation

Definition

Selfregulationisneitheramentalabilitynoranacademicperformanceskill;ratheritisproposedtobe

anaptitude. Assuch,selfregulationistheselfdirectedprocessbywhichlearnerstransformtheir

mentalabilitiesintoacademicskills. Thus,highselfregulatingstudentsseelearningasanactivitythat

theyparticipatein,inaproactiveway,notasacoverteventthathappenstotheminreactionto

teaching(i.e.,lowselfregulatingstudents). Whilstsometheoristsarguethatselfregulationissolelya

metacognitive

dominated

construct

(e.g.,

knowledge

of

cognition

and

regulation

of

cognition),

alternativetheoriesadvocatetheinvolvementofbothcognitiveandmotivationalfactors,especially

whenconsideringselfregulationinrelationtoacademicperformance(Zimmerman,1990).

MeasuresofSelfRegulation

Threewellvalidatedscalesdominatestudentselfregulationresearch:MetacognitiveAwareness

Inventory(MAI),MotivatedStrategiesforLearningQuestionnaire(MSLQ),andtheLearningandStudy


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StrategiesInventory(LASSI). Allthreescalesaredistinguishablebytheinclusionornotoftheemotional

aspecttoselfregulation. Forexample,theLASSIfocusesonthemetacognitivefactorsassociatedwith

selfregulation,wheretheMAIandMSLQcombinebothcognitiveandemotionalaspects.

Selfefficacy

Definition

Bandura(1993)definedselfefficacyasbeliefsthatinfluencehowpeoplefeel,think,motivate

themselvesandbehave(p.118). Itisproposedthatanindividualsactionsarepredeterminedbythe

beliefsthattheyhaveintheircapabilitytoexercisecontrolovertheirfunctioning(Bandura,1986;Lynch,

2002). Thus,thesebeliefswilleitherinhibitormotivatetheindividual,asunlesspeoplebelievethat

theycanproducedesiredeffectsbytheiractions,theyhavelittleincentivetoact(Bandura,

Barbaranelli,Caprara&Pastorelli,1996p.1206). Inrelationtoreadingbehaviour,HenkandMelnick

(1995)arguesimilarlythattheperceptionanindividualhasregardingtheirreadingabilitywould

influencethedegreetowhichtheyaremotivatedtoread,andtheeffortandpersistencegivenwhen

processingandcomprehendingtext. However,itisimportanttonotethatselfefficacycannotbe

viewedasauniversalconcept,insteadperceptions,evenwithinthesamesubjectarea,canbehighly

contextualandcontextspecific(Halsey,2003). Withinreadingitself,anindividualmighthaveahigh

senseofefficacyregardingtheirabilitytocomprehendtext,butperceivealackofabilitywhen

recognisingwords. Giventhatthepotentialvariabilityofanindividualsselfefficacyatlevelswithina

task,Bandurarecommendedthatselfefficacymeasuresshouldnotbeaimedatcapturingageneral

efficacytowardsanarea,rather,betargetedatspecificbehavioursortasks(Mathewson,1994).

MeasuresofSelfefficacy

TheReader

Self

Perception

Scale

(Henk

&

Melnick,

1992)

is

agroup

administered

self

report

instrument

forthemeasurementofhowintermediatelevelchildrenappraisetheirreadingability. Basedon

Banduras(1977,1982)theoryofperceivedselfefficacyandapplicationofsuchbeliefstospecific

learningtasks,theRSPSwasdesignedtopresentitemsthatfocusonmajorelementsofreading,suchas

wordanalysisandrecognition,readingfluencyandcomprehension. ThefullRSPSconsistsof33items,

whereItem1isageneralitem(IthinkIamagoodreader)andtheremaining32itemsrepresentfour

subscales:Progress,ObservationalComparison,SocialFeedbackandPhysiologicalStates. Itemsare

ratedonafivepointLikertscalerangingfromStronglydisagree(1)toStrongagree(5). Forthe

purposesofthisstudy,onlytheeightitemsfromtheProgresssubscalewereusedinbothpaperand

pencilandwebbasedquestionnaireversions. TheProgresssubscalemeasureshowaparticipants

perceptionof

their

present

performance

in

reading

compares

with

their

perceived

previous

performance(Henk&Melnick,1995). Inaddition,amixtureofnineadditionalitems(threefromeachof

theotherthreesubscales)wereincorporatedrandomlyamongsttheeightprogressitems(plustheone

generalitem). Forthisstudy,theresponsescalewaschangedfromaLikertsystemtoadichotomous

(Yes/No)responseformat(seeRSPSProgresssubscalemodificationssectionbelowforexplanation).


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3. AttitudeDomainMeasuresSelectedforeasTTle

Basedonathoroughreviewofthemeasuresassociatedwiththeattitudedomainsproposedfore

asTTle,thefollowingattitude/personalityscalesetswererecommendedtobeavailableforselection

(seeTable1). Thefollowingexistingandmodifiedscaleswererecommendedforinclusionbasedonthe

followingselection

criteria:

Itemscanbecalibratedtothesamepolytomousscale,allowingforgenericreportandpossible

crossdomaincomparisons

Itemsarepubliclyavailableforuse

Itemsarerelevant(e.g.,readability,meaningful)toawiderangeofagegroups

ItemsarerelevantforNewZealandstudents,e.g.,highfacevalidity

Itemshavebeenselectedfromwellvalidatedandreliablescales

Itemscan

be

contextually

modified

to

represent

reading,

writing

and

mathematics

(where

necessary)

Anequalamountofreversedscoreditemsareincludedinscale(whereapplicable)

Scalesrepresentthemostacceptedtheoreticalpositionforthatconstruct

Scalescanbescoredusinga4pointscale

Engagement

ThePISA

2000

Student

Engagement

Questionnaire

was

selected

to

provide

aset

of

items

for

this

domain. Thissetofitemsisfocusedonassessingthestudentssenseofbelongingwithintheirschool

environment,thusitemsselectedmeasuredaglobalrepresentationofstudentengagement. Eight

senseofbelongingitemswereselectedfromthePISA2000measure,and,fromthere,afinalsetofsix

items. Forclarityofmeaningandreadability,atschoolwasaddedtofiveofthesixitems.

Motivation

Asstudents'motivationalbeliefsareformedagainstspecificacademictasksandcontexts,bothgeneric

andsubjectspecificmeasureswereproposedanddevelopedforinclusionasdomainoptions. Boththe

InventoryofSchoolMotivation(global)andtheMotivationforReadingQuestionnaire(subjectspecific)

measureswererecommendedforinclusionasdomainsets. Nineoftheitemsrepresentingeffort

aspectsofmotivationwereselectedfromtheInventoryofSchoolMotivationscale,withsixofthese

selectedbasedlargelyonreadabilityandrelevance. NomodificationoftheInventoryofSchool

Motivationitemswasrequired. TheMRQwasincludedinitsoriginalformandadaptedforbothWriting

andMathematics. Acrossallthreesubjectspecificscales,onlyslightmodificationswereconductedto

improvereadability. OneitemacrossallMRQsversionsrepresentedimportance,social,challenge,

compliance,curiosity,andavoidanceareasofmotivation.


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Interest

TheKIMQuestionnairewasrecommendedanddevelopedforsubjectspecificuseacrossallthree

subjects,withtwomodificationsofthisscaleforReadingandWriting. WithintheMathematicsscale,

onlyslightmodificationsweremade,forexample,Mathematicswaschangedtothecolloquialterm

Maths.In

relation

to

the

Reading

and

Writing

scales,

slight

rewording

of

items

was

required

to

assist

readability.

Selfregulation

TheMSLQwasrecommendedanddevelopedasameasureforstudentselfregulation. Thisscale,

althoughnotsubjectspecific,assessesthestudentsglobalacademicselfregulation. Inaddition,the

MSLQitemsaredesignedtomeasureboththecognitiveandemotionalaspectsofselfregulation,which

currenttheorysuggestsprovidesamoreaccurateaccountofthisconstructwithintheacademiccontext.

WhilsttheMSLQconsistsoftwosetsofsubscales(motivationandlearningstrategies),itemswere

selectedonlyfromthelearningstrategyitems,asmotivationisalreadyrepresentedexclusivelyasa

domainset.

Selfefficacy

TheReaderSelfPerceptionScale(RSPS:Henk&Melnick,1992)providesasubjectspecific(Reading)

assessmentofselfefficacyandwasselectedfordevelopment. TheprogresssubscaleoftheRSPSis

proposedforuseinmeasuringhowstudentsperceived/believetheirreadingprogresstobenow,based

ontheirpreviousperformance.


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Table1.SummaryofthefinaldomainscalesforeasTTleattitudedomains

Domain Original Scale Global Reading Writing Mathematics

Engagement PISA 2000 Student

Engagement

Questionnaire

6 items: Sense of

belonging (5

reversed scored

item)

Inventory of School

Motivation

8 items: EffortMotivation

Motivation for

[Subject]

Questionnaire

6 items:

Importance, Social,

Challenge,

Compliance,

Curiosity,

Avoidance

6 items:

Importance, Social,

Challenge,

Compliance,

Curiosity,

Avoidance

6 items:

Importance, Social,

Challenge,

Compliance,

Curiosity,

Avoidance

Interest KIM Questionnaire 6 items: Reading

Interest (1 reversed

scored item)

6 items: Writing

Interest (1 reversed

scored item)

6 items:

Mathematic Interest

(1 reversed scoreditem)

Self-regulation Motivated

Strategies for

Learning

Questionnaire

6 items: Learning

strategies (1

reversed scored

item)

Self-efficacy Reader Self-

Perception Scale

8 items: Progress


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4. DevelopmentandQualityAssuranceProcess

Basedonthefiveagreeddomainsets(engagement,motivation,interest,selfregulation,andself

efficacy),twopilotstudieswereinitiatedinordertoestablishtheapplicabilityofthepreexistingitem

statementstotheeasTTlestudentpopulation.

Thefollowingoutlinesthedetailsandadministrationofthesetwopilotstudies,andthesubsequent

norminganalysisthatwasconductedfromthedatacollectedinPilotII.

PilotIReadabilityandComprehensionAnalysis

Althoughtheitemsproposedforuseoriginatefrompsychometricallyreliableandvalidtools,all(with

theexceptionoftheselfefficacyitems)hadbeenpreviouslyadministeredoneitherolderstudentsor

adultpopulations. Thus,thispilotestablishedtheitemreadabilityandcomprehensionacrosseachof

theattitudedomainsfortheyoungesteasTTlestudentpopulation(e.g.,8yearolds). Acrossfive

schoolsintheAucklandarea,focusgroupswereconductedwithsmallgroups(24students)of89year

oldstudents.

Items

from

all

of

the

attitude

domains

were

presented

individually

to

students.

In

order

toascertainbothreadabilityandcomprehension,studentswereaskedtoreadoutanitem,explainwhat

theythoughttheattitudeitemwasaskingthem,andwherenecessary,suggestthewordsthatshouldbe

replaced,andpossiblereplacementwords. Studentsfromthelasttwoschoolswereaskedtolookat

boththeoriginalitemsand,whereapplicable,thesuggestedrewordeditem(establishedfromthe

previousfocusgroups). Thereadabilityandcomprehensionoftherewordeditemswereestablished

throughthisadditionalprocess.

PilotIIValidationandNormingofAttitudeItems

AfterreceivingMinistryfeedbackoftheproposedfinalitemwording,itemswerecombinedand

developedintotheStudentAttitudeQuestionnaire(SAQ). Thisscalewasadministeredto400students

(51.8%females,48.2%males)acrossarepresentative(targetagepopulation,gender,ethnicity,decile)

group. Participantscompletedthe64itemSAQconsistingofthefivedomainscalesmeasuring

engagement(6items),motivation(26items),interest(18items),selfregulation(6items),andself

efficacy(8items). Itemswereratedona4pointresponsescale(VeryUnlikeMe,UnlikeMe,Like

Me,VeryLikeMe). Inadditiontoattitudeitemresponses,studentsalsosuppliedrelevant

demographicinformation(gender,studentyear,andethnicity).

Analysisofthisdatawasconductedinordertoestablishnorminginformationinrelationtothese

attitudeitems. Aftertheinitialdescriptiveanalysistoestablishthestructureofthedata,amean

analysiswas

conducted

at

each

interaction

(e.g.,

engagement

by

student

year)

to

ascertain

any

differentialrespondingbasedonspecificstudentdemographics. Comparativeanalysiswasconducted

toexamineanyrespondingdifferencesbetweenpreexistingattitudinaldataandthenewattitude

domaindatacollectedinthispilot. Inaddition,thereliabilityandvalidityofattitudedomainswere

established. Theanalysisproducedinitialpsychometricinformationforthesedomainsandnorming

information.


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5. ReportingAttitudeDomains

Withtheabilitytoselectdifferentattitudesets,itwouldbedesirabletobeabletoviewtheoutcomesof

theseattitudesquestionsandreportagainstachievement. Therelationshipbetweenmotivation,

interest,selfregulation,andengagementtowardsasubject,andtheachievementinasubjectcouldbe

valuableinformation.

AttitudesarecurrentlyreportedontheConsoleReport,asaclassaverageagainstanationalnorm,and

intheTabularReport,asanumericalaverageforeachstudent. Thenewattitudedomainswillcontinue

tobereportedontheConsoleReportandtheTabularReport,butalsoontheIndividualLearning

PathwaysReportonadialagainstnationalnorms.

ReportingFormats

ConsoleReport

This

Console

Report

is

the

same

as

the

current

report,

with

the

differences

being

in

the

attitude

box

(see

Figure1). Thefoursmileyfacesarereplacedbylow hightoaccommodatethedifferentattitudesets

atagenericlevel. Thisreportsmoreaccuratelyontheattitude,e.g.,lowinteresttohighinterest,low

motivationtohighmotivation,etc. Theactualattitudesetselectedforthetestisrecordedasthetitle

insteadofattitude. Theclassaverageisreportedasaredoval(+/)againstnationalnorms.

Figure1.ConsoleReportwithmodifiedattitudebox


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PresentlytheIndividualLearningPathwaysReportdoesnotreportonattitude. Thiswillbeaddedasa

singledialandreportedasameanagainstnationalnorms(seeFigure2).

IndividualLearningPathwaysReport

Figure2.IndividualLearningPathwaysReportwithattitudedial

Whenreportingonmultipletests,andtheattitudesetsaredifferentforthesetests,theattitudeboxwill

appearempty,asitisnotpsychometricallysoundtoaggregateresponsesacrossattitudesets.


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AppendixA:AttitudeMeasuresSummary

Construct Title Author Publication Date Subscales Purpose Overvie

Engagement PISA OECD

Programme

for

International

Student

Assessment

2000 Sense of belonging

(6 items), Student

participation (1 item)

Based on the affective

(sense of belonging) and

behavioural (participation)

components of student

engagement

Self-rep

scale ite

belongi

student

Design

sense o

structur

student

consist

attenda

measur

to be m

Interest KIM Questionnaire Streitlien,

Wiik, &

Brekke

2001 13: Mathematics as a

subject (16 items),

Learning

Mathematics (14items), Mathematical

Ability (11 items),

Experiences (4

items), Teaching of

Mathematics (17

items), Learning a

new topic (8 items),

Environment in Class

(10 items), Teaching

Tools (6 items),

Computer Use (20

items), Importance of

Mathematics (8

items), Evaluation of

Teacher (10 items),

& Mathematics and

the future (2 items)

5-point Likert scale

Based on catch vs. hold

components where items

have a distinction between

enjoyment (catch) and asubstantive interest (hold)

(Harackiewicz, Barron,

Tauer, Carter, & Elliot,

2000)

Self-rep

scales

beliefs

Design


12/19


Inventory of School

Motivation

McInerney,

Roche,

McInerney,

& Marsh

1997 10: Perceived Goals

(7) - Task-effort,

Competition, Power,

Affiliation, Social

concern,

Recognition, TokenReward; Sense of

Self Factors (3) -

Self-esteem, Sense

of Competence,

Sense of Purpose

5-point Likert scale

Assesses the global

dimensions of Maehrs

Personal Investment

model which investigates

a students personal

incentives in theirschoolwork (perceived

goals), and their

perceptions, beliefs, and

feelings related to who

they are as an individual in

their school context

The bro

applied

groups

Lebane

item se

Likert ssubsca

that are

effort, C

concern

Compe

Has be

full or s

Motivation

Motivation for

Reading

Questionnaire

Wigfield &

Guthrie

1997 11: Reading-efficacy,

Reading Challenge,

Importance, Intrinsic

Motivation (Reading

Curiosity & Reading

Involvement),

Extrinsic Motivation

(Competition in

Reading, Recognition

for Reading, Reading

for Grades), Social

(Compliance) Work

Avoidance

1-4 rating scale (very

different from me to

a lot like me)

A self-report scale

designed to establish

reading motivation


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Self-

regulation

Motivated Strategies

for Learning

Questionnaire

(MSLQ)

Pintrich,

Smith,

Garcia, &

McKeachie

1993 2 sets of subscales:

Motivation, Learning

Strategies

7-point scale

(labelled only at itsend-points)

Developed from a

cognitive and motivational

theoretical framework.

Pintrich suggested that

both motivational and

cognitive factors should betaken into consideration

when examining academic

performance.

Self-efficacy Reader Self-

Perception Scale

(RSPS)

Henk &

Melnick

1992 4 subscales Based on Banduras

(1977, 1982) theory of

perceived self-efficacy

specifically progress,

observational comparison,

social feedback &

physiological states

Self-rep



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AppendixB:FinalAttitudeItems

AttitudeSetsavailableforMathematics

AttitudeGeneral

1. Ilike

maths

at

school.

2. Iamgoodatmaths.

3. MyteacherthinksIamgoodatmaths.

4. MyMumandDadthinkIamgoodatmaths.

5. Ienjoydoingmathsinmyowntime(notatschool).

6. IenjoydoingthingsinmathsthatIhaventtriedbefore.

EngagementGeneral

1. At

school,

I

feel

like

I

am

included

in

things.

2. Imakefriendseasilyatschool.

3. SchoolisaplacewhereIfeelIbelong.

4. Idonotfeelawkwardandoutofplaceatschool.

5. Otherstudentsseemtolikemeatschool.

6. Idonotfeellonelyatschool.

MotivationGeneral

1. ItryhardtomakesurethatIamgoodatmyschoolwork.

2. WhenIam

improving

in

my

school

work

Itry

even

harder.

3. ThehardertheproblemtheharderItry.

4. ItryhardatschoolbecauseIaminterestedinmywork.

5. Iworkhardtotryandunderstandnewthingsatschool.

6. Iamalwaystryingtodobetterinmyschoolwork.

7. Ilikebeinggiventhechancetodosomethingagaintomakeitbetter.

8. Itryharderwhenschoolworkisinteresting.

MotivationMathematics

1. Itisveryimportanttometobegoodatmaths.

2. Itrytogetmoremathsanswersrightthanmyfriends.

3. Ilikehard,challengingmaths.

4. Idoaslittleschoolworkaspossibleinmaths.

5. Iliketohelpmyfriendswiththeirmathsschoolwork.


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6. Ilikeitwhenthemathsexamplesarehard.

Interest Mathematics

1. Ithinkmathsisexcitingandinteresting.

2. I

never

get

tired

of

doing

maths.

3. Iliketodoandthinkaboutmathsoutsideofschool.

4. Ithinkmathshelpsmetounderstandlife.

5. Ithinkthatmathshelpspeoplemakeimportantdecisions.

6. Mathsisnotboring.

SelfRegulationGeneral

1. DuringclasstimeIpayattentionmostofthetime.

2. Whenreadingforthissubject,Imakeupquestionstohelpmyfocus.

3. WhenIbecome

confused

about

something

Im

reading

for

this

subject,

Igo

back

and

try

to

figure

it

out.

4. IaskmyselfquestionstomakesureIunderstandthematerialthatIvebeenstudyinginclass.

5. WhenstudyingforthissubjectItryandworkoutwhichconceptsIdontunderstandwell.

6. IfIgetconfusedtakingnotesinclass,ImakesureIsortitoutafterwards.

AttitudeSetsavailableforReading

AttitudeGeneral

1. Ilike

reading

at

school.

2. Iamgoodatreading.

3. MyteacherthinksIamgoodatreading.

4. MyMumandDadthinkIamgoodatreading.

5. Ienjoyreadinginmyowntime(notatschool).

6. Ilikegoingtothelibrarytogetsomethingtoread.

EngagementGeneral

1. Atschool,IfeellikeIamincludedinthings.



4. Idonotfeelawkwardandoutofplaceatschool.


6. Idonotfeellonelyatschool.


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MotivationGeneral


2. WhenIamimprovinginmyschoolworkItryevenharder.







MotivationReading

1. Itisimportanttometobeagoodreader.

2. Ivisit

the

library

alot.

3. Ilikehard,challengingbooks.

4. Idoasmuchreadingschoolworkaspossible.

5. Iftheteachertalksaboutsomethinginteresting,Imightreadmoreaboutit.

6. Ilikereadingsomethingwhenthewordsarehard.

Interest Reading

1. Ithinkreadingisexcitingandinteresting.

2. Inevergettiredofreading.

3. Ilike

to

do

lots

of

reading

outside

of

school.

4. Ithinkreadingaboutthingshelpsmetounderstandlifeingeneral.

5. Ithinkthatreadingaboutthingshelpspeoplemakeimportantdecisions.

6. Readingisnotboring.




3. When

I

become

confused

about

something

Im

reading

for

this

subject,

I

go

back

and

try

to

figure

it

out.





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SelfEfficacyReading

1. Iamagoodreader.

2. IcanreadfasternowthanIcouldbefore.

3. WhenIread,IcanfigureoutwordsbetterthanIcouldbefore.

4. IcanrecognisemorewordsthanIusedto.

5. Ifindreadingeasierthanitusedtobe.

6. WhenIreadnow,IdonthavetotryashardasIusedto.

7. IcanreadbetternowthanIcouldbefore.

8. IcanunderstandwhatIreadbetterthanIcouldbefore.

AttitudeSetsavailableforWriting

AttitudeGeneral

1. Ilikewritingatschool.

2. Iamgoodatwriting.

3. MyteacherthinksIamgoodatwriting.

4. MyMumandDadthinkIamgoodatwriting.

5. Ienjoywritinginmyowntime(notatschool).

6. Iamgoodatspelling.

EngagementGeneral

1. At

school,

I

feel

like

an

outsider

(or

left

out

of

things).



4. Ifeelawkwardandoutofplaceatschool.


6. Ifeellonelyatschool.

MotivationGeneral


2. WhenIam

improving

in

my

school

work

Itry

even

harder.







18/19


MotivationWriting

1. Itisveryimportanttometobegoodatwriting.

2. I

try

to

get

higher

marks

for

my

writing

than

my

friends.

3. Ilikehard,challengingwritingexercises.

4. Idoaslittlewritingschoolworkaspossible.

5. IhavefavouritesubjectsthatIliketowriteabout.

6. Ilikeitwhenwritingexercisesarehard.

Interest Writing

1. Ithinkwritingisexcitingandinteresting.

2. Inevergettiredofwriting.

3. Ilike

to

do

lots

of

writing

outside

of

school.

4. Ithinkwritingaboutthingshelpsmetounderstandlifeingeneral.

5. Ithinkthatwritingthingsdownhelpspeoplemakeimportantdecisions.

6. Writingisnotboring.




3.WhenIbecomeconfusedaboutsomethingImreadingforthissubject,Igobackandtrytofigureit

out.





19/19

AppendixC:NewGeneralAttitudeQuestionswithNewResponseScale

Attitude Domains in e-asTTle

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