Student Personal Beliefs & Behaviors – Subjective Task Value: Attainment (Combined)

1. It is important to me to be a person who reasons mathematically.
2. Thinking mathematically is an important part of who I am.
3. It is important for me to be someone who is good at solving problems that involve math.
4. Being someone who is good at math is important to me.
5. Being good at math is an important part of who I am.
6. Compared to most of your other school subjects, how important is it for you to be good at math?^a
7. I feel that, to me, being good at solving problems which involve math or reasoning mathematically is important.^b

It is recommended that these items be used on a 7-point scale that is anchored at the endpoints and in the middle with the following options: Not at all important (0), Somewhat important (3), and Very important (6).

^a Adapted from Wigfield, A., et al. (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.
^b Adapted from 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.

Descriptive Statistics: