Development and Psychometric Validation of the Mathematical Mindset Scale (MMS) for High School Students
İlknur Gülşen Turgut – Kütahya Dumlupınar University, Türkiye - ORCID: 0000-0002-1721-7498
Nur Şebnem Bakır – Aydınlıkevler Anatolian High School, Türkiye - ORCID: 0000-0002-0610-8851
Abstract
Despite the expanding literature on mindset, domain-specific instruments that assess students’ mindsets about mathematical intelligence remain limited. This study aimed to develop and validate the Mathematical Mindset Scale (MMS) for high school students. The data were collected from a total of 820 students, with one independent subsample used for exploratory factor analysis (EFA; n = 470) and another for confirmatory factor analysis (CFA; n = 350). The EFA results revealed a two-factor structure consisting of Growth Mathematical Mindset and Fixed Mathematical Mindset. These factors demonstrated acceptable internal consistency. The two-factor model was subsequently supported by CFA, indicating satisfactory model fit and providing evidence for construct validity. The findings suggest that the MMS is a psychometrically sound and practical instrument for assessing students’ mathematical mindset profiles. The scale has the potential to support research on mindset development and to inform instructional practices aimed at fostering a growth mathematical mindset.
Keyword: Mathematical Mindset
References
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