Development, validation, and implementation of the elementary mathematics motivation inventory (EMMI): examining motivational constructs in elementary mathematics

Abstract

This article details the development, validation, and implementation of the elemen- tary mathematics motivation inventory, a survey instrument designed to measure motivational constructs related to mathematics in elementary students. Early elemen- tary years are critical in students’ development of a wide range of attitudes toward schooling, including their academic motivation. Currently, there is limited research on elementary students’ motivation for mathematics since this construct was difficult to measure in young children. During Year One of this 2-year study, a 17-item survey was developed based on theoretical constructs of motivation and piloted with a small sample of third grade students (N = 79). Revisions were made based on pilot data and the subsequent survey was administered to a larger sample of first through fifth grade students (N = 1018) during Year Two. 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. Future research directions and implications for classroom practice are also discussed.