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Compendium Of Studies That Measure Learning Mindsets
Section 3: Purpose And Relevance
Table 3: Additional Sample Information, Sample Survey Measure/s, and Response Scale/s
Instructions: Click “EXPAND” below to see more about the sample, survey item/s, and response scale/s used in each paper as well as the DOI or free online version when available.
† Indicates author is affiliated with Student Experience Research Network as a scholar or an early career fellow or mentor.
†Yeager, D. S., et al. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107(4), 559–580.
Additional Sample Information
High school seniors in their final semester at one of 17 participating high schools
Sample Survey Item/s
Motives for going to college were explored. The preface for these items was: “How true for you personally are each of the following reasons for going to college?”
Self-transcendent motives:
- Ex. I want to learn things that will help me make a positive impact on the world.
Self-oriented motives:
- Ex. I want to expand my knowledge of the world.
Extrinsic motives:
- Ex. I want to get a good job.
Response Scale
5 point response scale that ranged from Not at all true (1) to Completely true (5)
Additional source(s) for survey measure
Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first generation college students. Journal of Personality and Social Psychology, 102(6), 1178 –1197.
Nagengast, B. et al. (2011). Who Took the “×” out of expectancy-value theory?: A psychological mystery, a substantive-methodological synergy, and a cross-national generalization. Psychological Science, 22(8), 1058–1066.
Additional Sample Information
PISA 2006 data from 15-year-olds in 57 countries.
Sample Survey Item/s
Science self-concept
- Ex. [School science] topics are easy for me.
Enjoyment of science
- Ex. I generally have fun when I am learning [broad science] topics.
Response Scale
4 point response scale that ranged from Disagree completely (1) to Agree completely (4)
Additional source(s) for survey measure
OECD. (2009). PISA 2006 Technical Report. Paris, France: OECD.
Rozek, C. S., Hyde, J. S., Svoboda, R. C., †Hulleman, C. S., & Harackiewicz, J. M. (2015). Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science. Journal of Educational Psychology, 107(1), 195-207.
Additional Sample Information
12th grade students from the Wisconsin Study of Families and Work and their parents
Sample Survey Item/s
Mothers’ STEM utility value was measured with four items.
- Ex. In general, how useful will [biology] be for your teen in the future?
Adolescents’ perceptions of parents’ values were measured with two items.
- Ex. My parents think math and science are important for my life.
Adolescents’ perception of the value of mathematics and science for their future was measured with four items.
- Ex. Math and science are important for my future.
Response Scale
- Mothers’ STEM utility value: 5 point response scale ranged from Not at all useful (1) to Very useful (5)
- Adolescent measures were rated on a 7 point scale from Strongly disagree (1) to Strongly agree (7).
Additional source(s) for survey measure
Eccles (Parsons), J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al., (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and Achievement Motivation pp. 75-146). San Francisco, CA: W.H. Freeman.
Eccles, J. S., & Wigfield, A (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
†Gray, D. L., McElveen, T. L., Green, B. P., & Bryant, L. H. (2020). Engaging Black and Latinx students through communal learning opportunities: A relevance intervention for middle schoolers in STEM elective classrooms. Contemporary Educational Psychology, 60, 101833.
Additional Sample Information
6th graders in an urban public middle school in the Southeastern United States
Sample Survey Item/s
Three single items were used to assess the relevance of class lessons.
- Ex. Today’s lesson connected to problems in my community.
Response Scale
6 point response scale that ranged from Strongly disagree (1) to Strongly agree (6)
Additional source(s) for survey measure
Schmidt, J. A., Shumow, L., & Kacker-Cam, H. Z. (2017). Does mindset intervention predict students’ daily experience in classrooms? A comparison of seventh and ninth graders’ trajectories. Journal of Youth and Adolescence, 46(3), 582–602.
Petersen, J. L., & Hyde, J. S. (2017). Trajectories of self-perceived math ability, utility value and interest across middle school as predictors of high school math performance. Educational Psychology, 37(4), 438-456.
Additional Sample Information
Participants were from the Wisconsin Study of Families and Work; students were followed in 5th, 7th, and 9th grade and had an average age of 11.5 yrs old in 5th grade
Sample Survey Item/s
- Utility value was measured using two items (e.g., how important is it that you learn math?).
- Math interest was measured by a single item: How interesting is math to you?
Response Scale
7 point response scale was used for all items and adjusted based on item wording.
Additional source(s) for survey measure
Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 106(1), 315-329.
Additional Sample Information
Undergrads taking Chemistry 2 Lab for STEM majors in large urban university (62% of students were freshmen) and 97% were STEM majors or on the STEM track
Sample Survey Item/s
- Three items measured attainment value.
- Ex. I feel that, to me, being good at solving problems which involve science or reasoning scientifically is (not at all important – very important). *Note: One item was dropped as it performed poorly in the authors’ factor analyses.
- Two items measured intrinsic value.
- Ex. In general, I find working on assignments/studying for my science major [or science track] (very boring – very interesting).
- Two items assessed utility value.
- Ex. How useful is your science major [or science track] for what you want to do after you graduate and go to work? (not very useful – very useful)
- Twenty items assessed aspects of perceived cost.
- Effort cost: Ex. When I think about the hard work needed to get through my science major [or science track], I am not sure that getting a science degree is going to be worth it in the end.
- Opportunity cost: Ex. I’m concerned my science major [or science track] may cost me some treasured friendships.
- Psychological cost: Ex. I’m concerned that I won’t be able to handle the stress that goes along with my science major [or science track].
Response Scale
6 point response scale was used for all items and adjusted based on item wording. Higher ratings on these items indicate higher subjective value and/or perceived cost.
Additional source(s) for survey measure
†Matthews, J. S., Banerjee, M., & Lauermann, F. (2014). Academic identity formation and motivation among ethnic minority adolescents: The role of the “self” between internal and external perceptions of identity. Child Development, 85(6), 2355-2373.
Additional Sample Information
Adolescents from grades 6, 8, and 10 from seven middle schools in Harlem and the South Bronx (NYC)
Sample Survey Item/s
15 items were used to measure school belonging and value as well as an internal commitment to school, including:
- I feel proud of being part of my school.
- People at school are interested in what I have to say.
Response Scale
5 point response scale ranged from Not at all true (1) to Completely true (5)
Additional source(s) for survey measure
Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.
Voelkl, K. E. (1996). Measuring students’ identification with school. Educational and Psychological Measurement, 56(5), 760–770.
†Matthews, J. S. (2014). Multiple pathways to identification: Exploring the multidimensionality of academic identity formation in ethnic minority males. Cultural Diversity and Ethnic Minority Psychology, 20(2), 143-156.
Additional Sample Information
Adolescents from grades 6, 8, and 10 from seven middle schools in Harlem and the South Bronx (NYC)
Sample Survey Item/s
16 items were used to measure school belonging and value.
- Ex. I feel comfortable when I am at school, like I belong there.
Response Scale
5 point response scale ranged from Strongly disagree (1) to Strongly agree (5)
Additional source(s) for survey measure
Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.
Voelkl, K. E. (1996). Measuring students’ identification with school. Educational and Psychological Measurement, 56(5), 760–770.
Linnenbrink-Garcia, et al. (2018). Repairing the leaky pipeline: A motivationally supportive intervention to enhance persistence in undergraduate science pathways. Contemporary Educational Psychology, 53, 181-195.
Additional Sample Information
Total number of students including propensity matched students and students in the program = 186 undergraduates in a STEM enrichment program who are between their 1st and 2nd year of college
Sample Survey Item/s
Utility value was measured using five items (e.g., science concepts are valuable because they will help me in the future).
Response Scale
Additional source(s) for survey measure
Linnenbrink-Garcia, L., et al. (2010). Measuring situational interest in academic domains. Educational and Psychological Measurement, 70(4), 647-671.
Additional Sample Information
- Study 1: Undergraduates from a large university
- Study 2 and 3: Adolescents in grades 7-12 from a large urban area in the Western United States
Sample Survey Item/s
- I think the field of psychology is very interesting.
- What we are studying in math class is useful for me to know.
- My math teacher is exciting.
Response Scale
5 point response scale ranged from Not at all true (1) to Very true (5)
Additional source(s) for survey measure
Lauermann, F., Tsai, Y. M., & Eccles, J. S. (2017). Math-related career aspirations and choices within Eccles et al.’s expectancy–value theory of achievement-related behaviors. Developmental Psychology, 53(8), 1540-1559.
Additional Sample Information
Data for this research were part of the Childhood and Beyond (CAB) study. The CAB sample initially consisted of 980 participants across the three school districts and all three of the original CAB cohorts. Complete data were available for 361 students.
Sample Survey Item/s
The perceived utility and importance of math were assessed with four items.
- Ex. How useful is what you learn in math?
Intrinsic interest and enjoyment of math were assessed with three items.
- Ex. How much do you like math?
Response Scale
7 point response scale was used for all items and adapted depending on the question stem.
Additional source(s) for survey measure
Eccles, J.S., Midgley, C., Wigfield, A., Buchanan, C.M., Reuman, D., Flanagan, C., & Iver, D.M. et al., (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48(2), 90-101.
Wigfield A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.
Kosovich, J. J., †Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816.
Additional Sample Information
6th-8th grade students from a diverse public middle school
Sample Survey Item/s
A ten item Expectancy-Value-Cost scale was used (e.g., I know I can learn the material in my [math or science] class).
Response Scale
6 point response scale ranged from Strongly disagree (1) to Strongly agree (6)
Additional source(s) for survey measure
†Hulleman, C. S., Kosovich, J. J., Barron, K. E., & Daniel, D. B. (2017). Making connections: Replicating and extending the utility value intervention in the classroom. Journal of Educational Psychology, 109(3), 387.
Additional Sample Information
Samples for both studies came from students who were enrolled in two sections of a 15-week introductory psychology course at a mid-sized university in the southeastern United States. Both sections were taught by the same instructor.
- Study 1: Introductory psych students; 86% were non psychology majors and 55% were freshmen
- Study 2: Introductory psych students; 84% were non psychology majors and 61% were freshmen
Sample Survey Item/s
- Expectancy was measured using four items.
- Ex. I know I can learn the material in the class.
- Utility value was measured using six items.
- Ex. I can apply what we’re learning in this class to the real world.
- Cost was measured using six items.
- Ex. This semester, I have a lot of other demands on my time.
- Interest was measured using nine items.
- Ex. I think the field of psychology is very interesting.
- Connection frequency was measured using three items.
- Ex. During a regular class period or lecture, how often do you connect the class material to your life?
Response Scale
- Expectancy, utility value, cost, and interest: 8 point response scale ranged from Completely disagree (1) to Completely agree (8)
- Connection frequency: 6 point response scale ranged from Never (1) to All of the time (6)
Additional source(s) for survey measure
Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L. & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal goals, interest,and performance. Journal of Educational Psychology, 100(1), 105-122.;
Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880-895.
†Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880-895.
Additional Sample Information
Studies 1 and 2: Psychology students from the University of Wisconsin-Madison
Sample Survey Item/s
- Initial interest was measured using four items.
- Ex. I find math enjoyable.
- Performance expectations were measured using three items.
- Ex. I think I’ll do well on the following sets of problems.
- Utility value was measured using three items.
- Ex. This technique could be useful in everyday life.
- Situational interest was measured using five items.
- Ex. Using this multiplication technique is fun.
- Maintained situational interest was measured with one item:
- Study 1: Do you think you will use the technique you learned today on your own in the future? (Yes/No)
- Study 2: I am interested in majoring in psychology.
Response Scale
7 point response scale ranged from Strongly disagree (1) to Strongly agree (7)
Additional source(s) for survey measure
Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., †Priniski, S. J., & Hyde, J. S. (2016). Closing achievement gaps with a utility-value intervention: Disentangling race and social class. Journal of Personality and Social Psychology, 111(5), 745-791.
Additional Sample Information
College students at a large Midwestern university who took an introductory biology course
Sample Survey Item/s
- Perceived utility value was measured using four items(e.g., the material we are studying in this course is useful for everyone to know).
- Students were also asked to indicate which of 10 items characterized their reasons for completing their college degree (checking as many as were relevant). Half the items referred to independent motives (e.g., become an independent thinker) and the other half referred to interdependent motives (e.g., help my family out after I’m done with college).
Response Scale
- Independent and interdependent motives were measured by counting how many of the motives in each category were selected.
- A measure of helping motives was constructed by counting how many were chosen of the three available interdependent motives that demonstrate the instrumentality of a college education for helping others.
Additional source(s) for survey measure
Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102(6), 1178-1197.
Harackiewicz, J. M., Rozek, C. S., †Hulleman, C. S., & Hyde, J. S. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 23(8), 899–906.
Additional Sample Information
Adolescents (High schools students in 9th grade from 108 different high schools in Wisconsin) and their parents from the Longitudinal Wisconsin Study of Families at Work
Sample Survey Item/s
Students’ perceptions of the utility value of math and science was measured using six items (e.g., in general, how useful is what you learned in math classes?)
Response Scale
7 point response scale ranged from Not at all useful (1) to Very useful (7)
Additional source(s) for survey measure
Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161-168.
Additional Sample Information
8th graders from Hong Kong who participated in the Trends in International Mathematics and Science study (TIMSS) in the 1999, 2003, and 2007 waves and were about 14 yrs old
Sample Survey Item/s
I need to do well in mathematics to get the job I want.
Response Scale
4 point response scale ranged from Disagree a lot (1) to Agree a lot (4)
Additional source(s) for survey measure
Eccles (Parsons), J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and Achievement Motivation pp. 75-146). San Francisco, CA: W.H. Freeman.
†Gray, D. L. (2017). Is psychological membership in the classroom a function of standing out while fitting in? Implications for achievement motivation and emotions. Journal of School Psychology, 61, 103–121.
Additional Sample Information
- Sample was drawn from 33 classrooms
- Mean age was 16.5; 18% were freshmen, 23% were sophomores, 23% were juniors, and 38% were seniors
Sample Survey Item/s
- Intrinsic value was measured using two items.
- Ex. How much do you like learning English/Language Arts?
- Attainment value was measured using three items.
- Ex. I feel that, to me, being good at English/Language Arts is [Not at all important to Very important].
- Utility value was measured using two items.
- Ex. How useful is learning about advanced high school English/Language Arts for what you’ll do after you graduate?
Response Scale
7 point response scale was used and wording adjusted depending on the question stem
Additional source(s) for survey measure
Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225.
Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225.
Additional Sample Information
- Year 1 sample: 742 white middle class adolescents from grades 5-12
- Year 2: 575 adolescents in grades 6-12
Sample Survey Item/s
- Intrinsic interest value was measured using two items.
- Ex. In general, I find working on math assignments (very boring, very interesting).
- Attainment value/ importance was measured using three items.
- Ex. Is the amount of effort it will take to do well in advanced high school math courses worthwhile to you? (not worthwhile, very worthwhile)
- Extrinsic utility value was measured using two items:
- Ex. How useful is learning advanced high school math for what you want to do after you graduate and go to work? (not very useful, very useful)
Response Scale
7 point response scale was used and wording adjusted depending on the question stem
Additional source(s) for survey measure
Diekman, A. B., Clark, E. K., Johnston, A. M., Brown, E. R., & Steinberg, M. (2011). Malleability in communal goals and beliefs influences attraction to STEM careers: Evidence for a goal congruity perspective. Journal of Personality and Social Psychology, 101(5), 902-918.
Additional Sample Information
- Study 1a, 1b, 2, and 3: Introductory psychology students with a median age of 19 who participated in exchange for course credit
- Study 1c: 551 introductory psychology students with a median age of 19 and 51 participants paid participants from STEM majors (15% of the sample were STEM majors)
Sample Survey Item/s
- Perceived communal goal affordances: If you were to work as an entry-level scientist, how much do you believe it would fulfill your goals of working with others and helping others?
- Attitudes toward the scientist career: a. What is your impression of the career of an entry-level scientist? b. How enjoyable do you believe you would find a career as an entry-level scientist?
Response Scale
- Perceived communal goal affordances: 7 point response scale ranged from Not at all (1) to Extremely (7)
- Attitudes toward the scientist career: 7 point response scale was used for all items and adjusted to match the question stem
Additional source(s) for survey measure
Diekman, A. B., Brown, E. R., Johnston, A. M., & Clark, E. K. (2010). Seeking congruity between goals and roles: A new look at why women opt out of science, technology, engineering, and mathematics careers. Psychological Science, 21(8), 1051-1057.
Additional Sample Information
Introductory psychology students, ranging from 18-43 with a median age of 19
Sample Survey Item/s
For each core career, participants rated how much they considered the career to fulfill agentic goals (e.g., power, achievement, and seeking new experiences or excitement) and communal goals (e.g., intimacy, affiliation, and altruism).
Response Scale
7 point response scale ranged from Not at all (1) to Extremely (7)
Additional source(s) for survey measure
Pohlmann, K. (2001). Agency- and communion-orientation in life goals: Impacts on goal pursuit strategies and psychological well-being. In P. Schmuck & K.M. Sheldon (Eds.), Life Goals and Well-Being: Towards a Positive Psychology of Human Striving (pp. 68-84). Seattle, WA: Hogrefe & Huber.
Conley, A. M. (2012). Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives. Journal of Educational Psychology, 104(1), 33-47.
Additional Sample Information
7th grade students taught by 40 different teachers in 148 math classrooms in seven different schools
Sample Survey Item/s
- Interest Value was measured using six items:
- Ex. How much do you like doing math?
- Utility Value was measured using four items:
- Ex. How useful is learning math for what you want to do after you graduate and go to work?
- Attainment Value was measured using six items.
- Ex. Being someone who is good at math is important to me.
- Cost Value was measured using two items.
- Ex. I have to give up a lot to do well in math.
Response Scale
Additional source(s) for survey measure
Eccles J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225.
Eccles, J.S., Midgley, C., Wigfield, A., Buchanan, C.M., Reuman, D., Flanagan, C., & Iver, D.M. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48(2), 90-101.
Midgley, C., Maehr, M. L., Hruda, L., Anderman, E. M., Anderman, L., Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J., Roesr, R., & Urdan, T. (2000). Manual for Patterns of Adaptive Learning Scales (PALS). Ann Arbor, MI: University of Michigan.
Wigfield, A., Eccles, J. S., Yoon, K. S, Harold, R. D., Arbreton, A. J. A., Freedman-Doan, C., & Blumenfeld, P. C. (1997). Change in children’s competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89(3), 451-469.
Chouinard, R., Karsenti, T., & Roy, N. (2007). Relations among competence beliefs, utility value, achievement goals, and effort in mathematics. British Journal of Educational Psychology, 77(3), 501-517.
Additional Sample Information
French-speaking 7th to 11th graders from four public schools in regular math classes; students ranged from 12-18 years old; students in remedial and/or special education classes were not included in the study
Sample Survey Item/s
Participants’ perceptions of the present and the future usefulness of mathematics were measured using five items (e.g., what I learn in math will be useful during my adult life).
Response Scale
5 point scale ranged from Strongly disagree (1) to Strongly agree (5)
Additional source(s) for survey measure
French version of Fennema and Sherman’s Mathematics Attitude Scales (1976).
Canning, E. A., & Harackiewicz, J. M. (2015). Teach it, don’t preach it: The differential effects of directly-communicated and self-generated utility value information. Motivation Science, 1(1), 47-71.
Additional Sample Information
Studies 1-3: Undergraduates in an introductory psychology course at a Midwestern university
Sample Survey Item/s
Perceptions of utility value were measured using five items (e.g., this technique could be useful to me in my future career).
Response Scale
Additional source(s) for survey measure
Brown, E. R., †Thoman, D. B., Smith, J. L., & Diekman, A. B. (2015). Closing the communal gap: The importance of communal affordances in science career motivation. Journal of Applied Social Psychology, 45(12), 662-673.
Additional Sample Information
- Study 1: Undergraduates from a Midwestern university with a median age of 19 (59% were freshmen); 545 were recruited through the university’s psychology participant pool in exchange for course credit and the rest were recruited through a campus flyer in exchange for payment
- Study 2: Participants were recruited from Amazon’s Mechanical Turk; 203 were college students
- Study 3: Undergraduate research assistants in biomedical STEM fields
Sample Survey Item/s
- Communal goal affordances: Participants rated how much they perceived four STEM careers (mechanical engineer, computer scientist, aerospace engineer, and environmental scientist) as affording “intimacy, affiliation, and altruism”
- Communal value orientation: Participants rated their endorsement of nine communal values (i.e., caring for others; serving the community)
Response Scale
7 point response scale ranged from Not at all (1) to Extremely (7)
Additional source(s) for survey measure
Diekman, A. B., Brown, E. R., Johnston, A. M., & Clark, E. K. (2010). Seeking congruity between goals and roles: A new look at why women opt out of science, technology, engineering, and mathematics careers. Psychological Science, 21(8), 1051-1057.
Andersen, L., & Ward, T. J. (2014). Expectancy‐value models for the STEM persistence plans of ninth‐grade, high‐ability students: A comparison between Black, Hispanic, and White students. Science Education, 98(2), 216-242.
Additional Sample Information
9th grade high-ability high school students who participated in the High School Longitudinal Study of 2009 and scored in the top 10% of their racial or ethic group on a math achievement test.
Sample Survey Item/s
What are the reasons you plan to take more mathematics/science courses during high school?
Response Scale
- Plans to take more mathematics courses because it will help to get into college.
- Plans to take more mathematics courses because it will be useful in college.
- Plans to take more science courses because it will help to get into college.
- Plans to take more science courses because it will be useful in college.
Additional source(s) for survey measure
Ingels, S.J., and Dalton, B. (2013). High School Longitudinal Study of 2009 (HSLS:09) First Follow-up: A First Look at Fall 2009 Ninth Graders in 2012 (NCES 2014-360). U.S. Department of Education. Washington, DC: National Center for Education Statistics.
Gaspard, H., et al. (2015). Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51(9), 1226-1240.
Additional Sample Information
Eighty-two 9th grade classes in 25 schools in the German state of Baden-Württemberg were sampled.
Sample Survey Item/s
Value beliefs were assessed using several sub scales:
Intrinsic value
- Ex. Math is fun to me.
Attainment value
- Ex. Good grades in math are very important to me.
Utility value
- Ex. I will often need math in my life.
Cost
- Ex. Doing math is exhausting to me.
Response Scale
4 point response scale that ranged from Completely disagree (1) to Completely agree (4)
Additional source(s) for survey measure
Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107(3), 663-677.
