# Student Personal Beliefs & Behaviors – Scales and Sample Items

**Ability**

• Math Efficacy: General

*How certain are you that you can learn everything taught in math?*

• Math Efficacy: PALS

How sure are you that you can do even the most difficult homework problems in math?

• Math Efficacy: Problem Solving Strategy Use

*How certain are you that you could find more than one way to solve a math problem?*

**Value**

• Interest (Combined)

*I am fascinated by math.*

• Interest (Eccles)

*How much do you like doing math?*

• Interest (New)

*I enjoy the subject of math.*

• Utility (Combined)

*Math concepts are valuable because they will help me in the future.*

• Utility (Eccles)

*In general, how useful is what you learn in math?*

• Utility (New)

*Math concepts are valuable because they will help me in the future.*

• Attainment (Combined)

*Compared to most of your other school subjects, how important is it for you to be good at math?*

• Attainment (Eccles)

*I feel that, to me, being good at solving problems which involve math or reasoning mathematically is important.*

• Attainment (New)

*It is important to me to be a person who reasons mathematically.*

• Cost

*Success in math requires a big investment of my time.*

**Emotion and Affect**

• Math Anxiety

*Math tests scare me.*

• Negative Affect

*How often do you feel anxious in your math class?*

• Positive Affect

*How often do you feel happy in your math class?*

**Achievement Goal Orientation**

• Mastery Approach

*Learning a lot of new things is what is important to me in math.*

• Performance Approach

*In math, doing better than other students is important to me.*

• Performance Avoid

*My goal is to keep others from thinking I’m not smart in math.*

**Self-Regulation**

• Cognitive Strategy Use – rehearsal

*When I study for math, I read my notes, my homework, and the textbook over and over.*

• Cognitive Strategy Use – organization

*I outline my notes from math class or the textbook chapter.*

• Metacognitive Strategy Use – planning, monitoring, regulating

*During math class I think about whether I understand what the teacher is trying to explain.*

• Social/Contextual Strategy Use – Help-Seeking

*If I didn’t understand something in this math class, I would ask another student in class for help.*

• Time Management

*I spend my time memorizing key equations or facts when I study for math.*