島根式算数・数学の学習意欲検査(Shimane-AMTM)の開発(2) : 数学学習に対する態度の測定用具(MLAS)について

In this papar, I report the validity and reliability of the MLAS developed by the author to measure attitudes toward mathematics learning.
The summaries of this study are following:
(1) The good-poor analysis and analysis by correlating item scores with total scores of the MLAS were conducted to examine the discrimination validity of the MLAS. As the result, the MLAS obtained a moderately high discrimination validity.
(2) 3 reliability coefficients (Cronbach's α coefficient, A split-half reliability coefficient, and A test-retest reliability coefficient) for the MLAS were calculated. As the result, the MLAS obtained a moderately high reliability.
(3) A principal components solution using the principal axis method with varimax rotation resulted four factors: favor to mathematics learning, value of mathematics learning, enjoyment of thinking, and importance of mathematics to society.