Items used
to assess children’s ability beliefs and subjective task values:
Ability beliefs Items
1. How
good in math are you?
(not at
all good - very good)
2. If
you were to list all the students in your class from the worst to the best in
math, where would you put yourself?
(one of
the worst - one of the best)
3. Some
kids are better in one subject than in another. For example, you might be
better in math than in reading. Compared to most of your other school subjects,
how good are you in math?
(a lot
worse in math than in other subjects - a lot better in math than in other
subjects)
Expectancy items
4. How
well do you expect to do in math this year?
(not at
all - well very well)
5. How
good would you be at learning something new in math?
(not at
all - good very good)
Usefulness, importance and Interest Items
1. Some
things that you learn in school help you do things better outside of class,
that is, they are useful. For example, learning about plants might help you
grow a garden. In general, how useful is what you learn in math?
(not at
all useful - very useful)
2.
Compared to most of your other activities, how useful is what you learn in
math?
(not at
all useful - very useful)
3. For
me, being good in math is
(not at
all important - very important)
4.
Compared to most of your other activities, how important is it for you to be
good at math?
(not at
all important - very important)
5. In
general, I find working on math assignments
(very
boring - very interesting)
6. How
much do you like doing math?
(not at
all - very much)
[ bron: http://acmd615.pbworks.com/f/ExpectancyValueTheory.pdf ]
