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The Mathematics Value Inventory for General Education Students: Development and Initial Validation

¹ Drury University, Springfield, Missouri
² Rollins College, Winter Park, Florida

^* To whom correspondence should be addressed. E-mail: vluttrel{at}drury.edu.

	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.

First published on September 2, 2009
Educational and Psychological Measurement 2009, doi:10.1177/0013164409344526


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