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Using confirmatory factor analysis to validate the Chamberlin affective instrument for mathematical problem solving with academically advanced students
Author(s) -
Chamberlin Scott A.,
Moore Alan D.,
Parks Kelly
Publication year - 2017
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/bjep.12157
Subject(s) - psychology , confirmatory factor analysis , affect (linguistics) , structural equation modeling , anxiety , norm (philosophy) , sample (material) , mathematical anxiety , mathematics education , social psychology , applied psychology , developmental psychology , statistics , mathematics , chemistry , communication , chromatography , psychiatry , political science , law
Background Student affect plays a considerable role in mathematical problem solving performance, yet is rarely formally assessed. In this manuscript, an instrument and its properties are discussed to enable educational psychologists the opportunity to assess student affect. Aims The study was conducted to norm the CAIMPS (instrument) with gifted students. In so doing, educational psychologists are informed of the process and the instrument's properties. Sample The sample was comprised of 160 middle‐grade (7 and 8) students, identified as gifted, in the United States. Methods After completing one of four model‐eliciting activities ( MEA s), all participants completed the CAIMPS (Chamberlin Affective Instrument for Mathematical Problem Solving). Data were analysed using confirmatory factor analysis to ascertain the number of factors in the instrument. The normed fit index (0.6939), non‐normed fit index (0.8072), and root mean square error approximation (.076) were at or near the acceptable levels. Alpha levels for factors were also robust (.637–.923). Results and conclusion Data suggest that the instrument was a good fit for use with mathematics students in middle grades when solving problems. Perhaps the most impressive characteristic of the instrument was that the four factors ( AVI : anxiety, value, and interest), SS (self‐efficacy and self‐esteem), ASP (aspiration), and ANX (anxiety) did not correlate highly with one another, which defies previous hypotheses in educational psychology.