Research and Work Programme Summary

Attitude Domains in e-asTTle

1. Background
CDRomasTTlewasdevelopedwithonepredefinedsetofattitudequestionsthatwereincludedinall
testareas.ThedevelopmentofthissetofquestionswasbasedontheNEMPattitudequestions,with
resultsrecordedonafourpointLikertscalerepresentedassmileyfaces(below).
ThisoriginalsetofattitudequestionswasalsoincludedineasTTlein2008.

AspartoftheongoingdevelopmentofeasTTle,AucklandUniServicescompletedfurtherresearchinto
theattitudedomains.Schoolshadrequestedtheabilitytochoosefromabroaderrangeofattitude
questions.Researchwasundertakentodevelopasetofattitudedomainsthatwouldprovideteachers
withotherattitude/personalitymeasurementdomainstochoosefromwhenincorporatingsuch
measureswithcustomisedoradaptivetests.Thus,whenatestiscreated,therewouldbemultiplesets
ofattitude/personalityitemsavailable.
Whilethepossibilitieswerenumerousregardingtheconstructsthatmightbeusedasattitudeor
personalitysets,thefollowingconstructswereidentifiedasbeingbothhighlyrelevanttostudents,and
ofparticularinterestforinclusionaseasTTlepersonality/attitudedomains.

2. SummaryofConstructs
Engagement
Definition
Studentengagementinvolvesbothbehavioural(attendance)andemotional(senseofbelonging)
components.Studentswhoareengagedintheirschoolactivitiesshowsustainedbehavioural
involvementintheirlearningactivitiesandastrongsenseofbelongingandworthwithintheirlearning
environment.Studentengagementisnotasoloactivity;ratheritencapsulatestherelationshipsthat
studentshavewithavarietyofdifferentpeople(teachers,peers)andcontexts(schoolstructures,
facilities,andcurricula)withintheschoolenvironment.
MeasuresofStudentEngagement
Thereexistfourwellvalidatedmeasuresrelatingtostudentengagement;NationalSurveyofStudent
Engagement,CollegeStudentExperiencesQuestionnaire4thEd,HighSchoolSurveyofStudent
Engagement(HSSSE),andthePISAStudentEngagementScale(seeAppendixA).WhilsttheHSSSE
providesathoroughmeasureofengagementandparticipation,itisdesignedforhighschoolstudents
andcomprisesofwordingthatisverydirectedatAmericanhighschoolcommunities.Withthe
exceptionofthePISAmeasure,allofthescalesfocusstronglyontheattendanceandparticipation
aspectsofstudentengagement.Incontrast,thePISAStudentEngagementScalestronglyfocusesonthe
student'ssenseofbelongingatschool,andattitudestowardsschooling.Afurtheradvantageofthis
scaleisitsvalidationacrossallOECDcountriesand,althoughdesignedforusewith15yearold
students,hasareadabilitylevelappropriateforyoungerstudents.
Motivation
Definition
Studentmotivationisdefinedasastudentswillingness,desire,need,andcompulsiontobesuccessful
in,andparticipatein,thelearningprocess(Bomia,Beluzo,Demeester,Elander,Johnson,&Sheldon,
1997).Whilsttherearemanyfactorsthatcontributetostudentsinterestandlevelofengagement,
SkinnerandBelmont(1991)suggestthatmotivatedstudentsselecttasksattheborderoftheir
competencies,initiateactionwhengiventheopportunity,andexertintenseeffortandconcentrationin
theimplementationoflearningtasks;theyshowgenerallypositiveemotionsduringongoingaction,
includingenthusiasm,optimism,curiosity,andinterest(p.3).
MeasuresofMotivation
Therearemanyinstrumentsavailabletomeasurestudentmotivation(e.g.,Multidimensional
MultiattributionalCausalityScale;MotivatedStrategiesforLearningQuestionnaire;Motivation
OrientationScale;InventoryofSchoolMotivation;&LearningProcessQuestionnaire).Dependingon
thetypeofmotivationormotivationaltheoryadopted,typicallythesescalesmeasureeither
intrinsic/extrinsicmotivation(achievingmotive),ortomeetarequiredexternalexpectation

(surface/deepmotivation).Further,motivationisassessedeitherinrelationtoaglobalvariable,for
example,theschoolcontext(e.g.,InventoryofSchoolMotivation),orinrelationtosubjectspecifically
(e.g.,MotivationforReadingQuestionnaire).
Interest
Definition
Typically,anindividualsinterestislinkedtoherorhisachievementwithparticularsubjectcontent.It
hasbeenproposedbyDewey(1913)andMitchell(1993)thatobtainingstudentinterestconsistsof
triggeringconditionsthatbothcatchandholdinterestovertime.Wherecatchinginterestinvolves
engagingandstimulatingstudents,holdinginterestinvolvesmakingclassresourcesandmaterial
involvingandmeaningful.However,theholdcomponentofinterestappearstobethemostrelevantto
interestbeingheldovertime(Harackiewicz,2000).
MeasuresofStudentInterest
Thereexistveryfewgenericstudentinterestscales,withresearchonstudentintereststypically
measuredwithscalesdesignedinrelationtotheresearchquestionbeingexamined(e.g.,InterestWave,
2000&StudentInterestInventory,1997),orwhereinterestisrepresentedasasubconstructof
motivationalmeasures.AnexceptionistheKvalitetiMatematikkundervisningen(KIM)questionnaire,
whichwasestablishedaspartofaqualityinmathematicsteachingprojectcarriedoutinNorwayin
1995,amongststudentsacrossgrades6to9(seeAppendixA).KIMQuestionnairehasbeenused
extensivelyasaninstrumenttoassessstudybeliefsandattitudestowardsMathematics(Graumann,
1996;Leder&Forgasz,2002;Pehkonen,1994;Pehkonen,1996;Pehkonen&Lepmann,1994;Perry,
Howard,&Tracey,1999;Tinklin,2003;Tsamir&Tirosh,2002;Vacc&Bright,1999;Williams,Burden,&
Lanvers,2002).
Selfregulation
Definition
Selfregulationisneitheramentalabilitynoranacademicperformanceskill;ratheritisproposedtobe
anaptitude.Assuch,selfregulationistheselfdirectedprocessbywhichlearnerstransformtheir
mentalabilitiesintoacademicskills.Thus,highselfregulatingstudentsseelearningasanactivitythat
theyparticipatein,inaproactiveway,notasacoverteventthathappenstotheminreactionto
teaching(i.e.,lowselfregulatingstudents).Whilstsometheoristsarguethatselfregulationissolelya
metacognitivedominatedconstruct(e.g.,knowledgeofcognitionandregulationofcognition),
alternativetheoriesadvocatetheinvolvementofbothcognitiveandmotivationalfactors,especially
whenconsideringselfregulationinrelationtoacademicperformance(Zimmerman,1990).
MeasuresofSelfRegulation
Threewellvalidatedscalesdominatestudentselfregulationresearch:MetacognitiveAwareness
Inventory(MAI),MotivatedStrategiesforLearningQuestionnaire(MSLQ),andtheLearningandStudy

StrategiesInventory(LASSI).Allthreescalesaredistinguishablebytheinclusionornotoftheemotional
aspecttoselfregulation.Forexample,theLASSIfocusesonthemetacognitivefactorsassociatedwith
selfregulation,wheretheMAIandMSLQcombinebothcognitiveandemotionalaspects.
Selfefficacy
Definition
Bandura(1993)definedselfefficacyasbeliefsthatinfluencehowpeoplefeel,think,motivate
themselvesandbehave(p.118).Itisproposedthatanindividualsactionsarepredeterminedbythe
beliefsthattheyhaveintheircapabilitytoexercisecontrolovertheirfunctioning(Bandura,1986;Lynch,
2002).Thus,thesebeliefswilleitherinhibitormotivatetheindividual,asunlesspeoplebelievethat
theycanproducedesiredeffectsbytheiractions,theyhavelittleincentivetoact(Bandura,
Barbaranelli,Caprara&Pastorelli,1996p.1206).Inrelationtoreadingbehaviour,HenkandMelnick
(1995)arguesimilarlythattheperceptionanindividualhasregardingtheirreadingabilitywould
influencethedegreetowhichtheyaremotivatedtoread,andtheeffortandpersistencegivenwhen
processingandcomprehendingtext.However,itisimportanttonotethatselfefficacycannotbe
viewedasauniversalconcept,insteadperceptions,evenwithinthesamesubjectarea,canbehighly
contextualandcontextspecific(Halsey,2003).Withinreadingitself,anindividualmighthaveahigh
senseofefficacyregardingtheirabilitytocomprehendtext,butperceivealackofabilitywhen
recognisingwords.Giventhatthepotentialvariabilityofanindividualsselfefficacyatlevelswithina
task,Bandurarecommendedthatselfefficacymeasuresshouldnotbeaimedatcapturingageneral
efficacytowardsanarea,rather,betargetedatspecificbehavioursortasks(Mathewson,1994).
MeasuresofSelfefficacy
TheReaderSelfPerceptionScale(Henk&Melnick,1992)isagroupadministeredselfreportinstrument
forthemeasurementofhowintermediatelevelchildrenappraisetheirreadingability.Basedon
Banduras(1977,1982)theoryofperceivedselfefficacyandapplicationofsuchbeliefstospecific
learningtasks,theRSPSwasdesignedtopresentitemsthatfocusonmajorelementsofreading,suchas
wordanalysisandrecognition,readingfluencyandcomprehension.ThefullRSPSconsistsof33items,
whereItem1isageneralitem(IthinkIamagoodreader)andtheremaining32itemsrepresentfour
subscales:Progress,ObservationalComparison,SocialFeedbackandPhysiologicalStates.Itemsare
ratedonafivepointLikertscalerangingfromStronglydisagree(1)toStrongagree(5).Forthe
purposesofthisstudy,onlytheeightitemsfromtheProgresssubscalewereusedinbothpaperand
pencilandwebbasedquestionnaireversions.TheProgresssubscalemeasureshowaparticipants
perceptionoftheirpresentperformanceinreadingcompareswiththeirperceivedprevious
performance(Henk&Melnick,1995).Inaddition,amixtureofnineadditionalitems(threefromeachof
theotherthreesubscales)wereincorporatedrandomlyamongsttheeightprogressitems(plustheone
generalitem).Forthisstudy,theresponsescalewaschangedfromaLikertsystemtoadichotomous
(Yes/No)responseformat(seeRSPSProgresssubscalemodificationssectionbelowforexplanation).

3. AttitudeDomainMeasuresSelectedforeasTTle
Basedonathoroughreviewofthemeasuresassociatedwiththeattitudedomainsproposedfore
asTTle,thefollowingattitude/personalityscalesetswererecommendedtobeavailableforselection
(seeTable1).Thefollowingexistingandmodifiedscaleswererecommendedforinclusionbasedonthe
followingselectioncriteria:

Itemscanbecalibratedtothesamepolytomousscale,allowingforgenericreportandpossible
crossdomaincomparisons

Itemsarepubliclyavailableforuse

Itemsarerelevant(e.g.,readability,meaningful)toawiderangeofagegroups

ItemsarerelevantforNewZealandstudents,e.g.,highfacevalidity

Itemshavebeenselectedfromwellvalidatedandreliablescales

Itemscanbecontextuallymodifiedtorepresentreading,writingandmathematics(where
necessary)

Anequalamountofreversedscoreditemsareincludedinscale(whereapplicable)

Scalesrepresentthemostacceptedtheoreticalpositionforthatconstruct

Scalescanbescoredusinga4pointscale

Engagement
ThePISA2000StudentEngagementQuestionnairewasselectedtoprovideasetofitemsforthis
domain.Thissetofitemsisfocusedonassessingthestudentssenseofbelongingwithintheirschool
environment,thusitemsselectedmeasuredaglobalrepresentationofstudentengagement.Eight
senseofbelongingitemswereselectedfromthePISA2000measure,and,fromthere,afinalsetofsix
items.Forclarityofmeaningandreadability,atschoolwasaddedtofiveofthesixitems.
Motivation
Asstudents'motivationalbeliefsareformedagainstspecificacademictasksandcontexts,bothgeneric
andsubjectspecificmeasureswereproposedanddevelopedforinclusionasdomainoptions.Boththe
InventoryofSchoolMotivation(global)andtheMotivationforReadingQuestionnaire(subjectspecific)
measureswererecommendedforinclusionasdomainsets.Nineoftheitemsrepresentingeffort
aspectsofmotivationwereselectedfromtheInventoryofSchoolMotivationscale,withsixofthese
selectedbasedlargelyonreadabilityandrelevance.NomodificationoftheInventoryofSchool
Motivationitemswasrequired.TheMRQwasincludedinitsoriginalformandadaptedforbothWriting
andMathematics.Acrossallthreesubjectspecificscales,onlyslightmodificationswereconductedto
improvereadability.OneitemacrossallMRQsversionsrepresentedimportance,social,challenge,
compliance,curiosity,andavoidanceareasofmotivation.

Interest
TheKIMQuestionnairewasrecommendedanddevelopedforsubjectspecificuseacrossallthree
subjects,withtwomodificationsofthisscaleforReadingandWriting.WithintheMathematicsscale,
onlyslightmodificationsweremade,forexample,Mathematicswaschangedtothecolloquialterm
Maths.InrelationtotheReadingandWritingscales,slightrewordingofitemswasrequiredtoassist
readability.
Selfregulation
TheMSLQwasrecommendedanddevelopedasameasureforstudentselfregulation.Thisscale,
althoughnotsubjectspecific,assessesthestudentsglobalacademicselfregulation.Inaddition,the
MSLQitemsaredesignedtomeasureboththecognitiveandemotionalaspectsofselfregulation,which
currenttheorysuggestsprovidesamoreaccurateaccountofthisconstructwithintheacademiccontext.
WhilsttheMSLQconsistsoftwosetsofsubscales(motivationandlearningstrategies),itemswere
selectedonlyfromthelearningstrategyitems,asmotivationisalreadyrepresentedexclusivelyasa
domainset.
Selfefficacy
TheReaderSelfPerceptionScale(RSPS:Henk&Melnick,1992)providesasubjectspecific(Reading)
assessmentofselfefficacyandwasselectedfordevelopment.TheprogresssubscaleoftheRSPSis
proposedforuseinmeasuringhowstudentsperceived/believetheirreadingprogresstobenow,based
ontheirpreviousperformance.

Table1.SummaryofthefinaldomainscalesforeasTTleattitudedomains
Domain

Original Scale

Global

Reading

Writing

Mathematics

Engagement

PISA 2000 Student

Engagement
Questionnaire

6 items: Sense of
belonging (5
reversed scored
item)

Motivation

Inventory of School
Motivation

8 items: Effort

Motivation for
[Subject]
Questionnaire

6 items:
Importance, Social,
Challenge,
Compliance,
Curiosity,
Avoidance

6 items:
Importance, Social,
Challenge,
Compliance,
Curiosity,
Avoidance

6 items:
Importance, Social,
Challenge,
Compliance,
Curiosity,
Avoidance

Interest

KIM Questionnaire

6 items: Reading
Interest (1 reversed
scored item)

6 items: Writing
Interest (1 reversed
scored item)

6 items:
Mathematic Interest
(1 reversed scored
item)

Self-regulation

Motivated
Strategies for
Learning
Questionnaire

Self-efficacy

Reader SelfPerception Scale

6 items: Learning
strategies (1
reversed scored
item)
8 items: Progress

4. DevelopmentandQualityAssuranceProcess
Basedonthefiveagreeddomainsets(engagement,motivation,interest,selfregulation,andself
efficacy),twopilotstudieswereinitiatedinordertoestablishtheapplicabilityofthepreexistingitem
statementstotheeasTTlestudentpopulation.
Thefollowingoutlinesthedetailsandadministrationofthesetwopilotstudies,andthesubsequent
norminganalysisthatwasconductedfromthedatacollectedinPilotII.
PilotIReadabilityandComprehensionAnalysis
Althoughtheitemsproposedforuseoriginatefrompsychometricallyreliableandvalidtools,all(with
theexceptionoftheselfefficacyitems)hadbeenpreviouslyadministeredoneitherolderstudentsor
adultpopulations.Thus,thispilotestablishedtheitemreadabilityandcomprehensionacrosseachof
theattitudedomainsfortheyoungesteasTTlestudentpopulation(e.g.,8yearolds).Acrossfive
schoolsintheAucklandarea,focusgroupswereconductedwithsmallgroups(24students)of89year
oldstudents.Itemsfromalloftheattitudedomainswerepresentedindividuallytostudents.Inorder
toascertainbothreadabilityandcomprehension,studentswereaskedtoreadoutanitem,explainwhat
theythoughttheattitudeitemwasaskingthem,andwherenecessary,suggestthewordsthatshouldbe
replaced,andpossiblereplacementwords.Studentsfromthelasttwoschoolswereaskedtolookat
boththeoriginalitemsand,whereapplicable,thesuggestedrewordeditem(establishedfromthe
previousfocusgroups).Thereadabilityandcomprehensionoftherewordeditemswereestablished
throughthisadditionalprocess.
PilotIIValidationandNormingofAttitudeItems
AfterreceivingMinistryfeedbackoftheproposedfinalitemwording,itemswerecombinedand
developedintotheStudentAttitudeQuestionnaire(SAQ).Thisscalewasadministeredto400students
(51.8%females,48.2%males)acrossarepresentative(targetagepopulation,gender,ethnicity,decile)
group.Participantscompletedthe64itemSAQconsistingofthefivedomainscalesmeasuring
engagement(6items),motivation(26items),interest(18items),selfregulation(6items),andself
efficacy(8items).Itemswereratedona4pointresponsescale(VeryUnlikeMe,UnlikeMe,Like
Me,VeryLikeMe).Inadditiontoattitudeitemresponses,studentsalsosuppliedrelevant
demographicinformation(gender,studentyear,andethnicity).
Analysisofthisdatawasconductedinordertoestablishnorminginformationinrelationtothese
attitudeitems.Aftertheinitialdescriptiveanalysistoestablishthestructureofthedata,amean
analysiswasconductedateachinteraction(e.g.,engagementbystudentyear)toascertainany
differentialrespondingbasedonspecificstudentdemographics.Comparativeanalysiswasconducted
toexamineanyrespondingdifferencesbetweenpreexistingattitudinaldataandthenewattitude
domaindatacollectedinthispilot.Inaddition,thereliabilityandvalidityofattitudedomainswere
established.Theanalysisproducedinitialpsychometricinformationforthesedomainsandnorming
information.

5. ReportingAttitudeDomains
Withtheabilitytoselectdifferentattitudesets,itwouldbedesirabletobeabletoviewtheoutcomesof
theseattitudesquestionsandreportagainstachievement.Therelationshipbetweenmotivation,
interest,selfregulation,andengagementtowardsasubject,andtheachievementinasubjectcouldbe
valuableinformation.
AttitudesarecurrentlyreportedontheConsoleReport,asaclassaverageagainstanationalnorm,and
intheTabularReport,asanumericalaverageforeachstudent.Thenewattitudedomainswillcontinue
tobereportedontheConsoleReportandtheTabularReport,butalsoontheIndividualLearning
PathwaysReportonadialagainstnationalnorms.
ReportingFormats
ConsoleReport
ThisConsoleReportisthesameasthecurrentreport,withthedifferencesbeingintheattitudebox(see
Figure1).Thefoursmileyfacesarereplacedbylowhightoaccommodatethedifferentattitudesets
atagenericlevel.Thisreportsmoreaccuratelyontheattitude,e.g.,lowinteresttohighinterest,low
motivationtohighmotivation,etc.Theactualattitudesetselectedforthetestisrecordedasthetitle
insteadofattitude.Theclassaverageisreportedasaredoval(+/)againstnationalnorms.
Figure1.ConsoleReportwithmodifiedattitudebox

Whenreportingonmultipletests,andtheattitudesetsaredifferentforthesetests,theattitudeboxwill
appearempty,asitisnotpsychometricallysoundtoaggregateresponsesacrossattitudesets.
IndividualLearningPathwaysReport
PresentlytheIndividualLearningPathwaysReportdoesnotreportonattitude.Thiswillbeaddedasa
singledialandreportedasameanagainstnationalnorms(seeFigure2).
Figure2.IndividualLearningPathwaysReportwithattitudedial

AppendixA:AttitudeMeasuresSummary
Construct

Title

Author

Publication Date

Subscales

Purpose

Overview

Engagement

PISA

OECD
Programme
for
International
Student
Assessment

2000

Sense of belonging
(6 items), Student
participation (1 item)

Based on the affective

(sense of belonging) and
behavioural (participation)
components of student
engagement

Self-report questionnaire uses a 4-point Likert

scale item format to measure students sense of
belonging, and a 4-point 1-4 scale to measure
student attendance.

Streitlien,
Wiik, &
Brekke

2001

Interest

KIM Questionnaire

Designed for use with 15 year old students the

sense of belonging items show strong factor
structure and inter-item correlations. The
student participation aspect of the measure
consists of only one item that measures student
attendance. Authors acknowledge that this
measure (1 item) has a narrow focus and needs
to be more extensive.
13: Mathematics as a
subject (16 items),
Learning
Mathematics (14
items), Mathematical
Ability (11 items),
Experiences (4
items), Teaching of
Mathematics (17
items), Learning a
new topic (8 items),
Environment in Class
(10 items), Teaching
Tools (6 items),
Computer Use (20
items), Importance of
Mathematics (8
items), Evaluation of
Teacher (10 items),
& Mathematics and
the future (2 items)
5-point Likert scale

Based on catch vs. hold

components where items
have a distinction between
enjoyment (catch) and a
substantive interest (hold)
(Harackiewicz, Barron,
Tauer, Carter, & Elliot,
2000)

Self-report questionnaire uses a 5-point Likert

scales item format to measure students study
beliefs and attitudes in relation to Mathematics.
Designed for use with Grades 7+

Construct

Title

Author

Publication Date

Subscales

Purpose

Overview

Motivation

Inventory of School
Motivation

McInerney,
Roche,
McInerney,
& Marsh

1997

10: Perceived Goals

(7) - Task-effort,
Competition, Power,
Affiliation, Social
concern,
Recognition, Token
Reward; Sense of
Self Factors (3) Self-esteem, Sense
of Competence,
Sense of Purpose

Assesses the global

dimensions of Maehrs
Personal Investment
model which investigates
a students personal
incentives in their
schoolwork (perceived
goals), and their
perceptions, beliefs, and
feelings related to who
they are as an individual in
their school context

The broad dimensions of this scale have seen it

applied to students from a variety of ethnic
groups (e.g., Navajo American Indian,
Lebanese, Chinese, and Australian). The 37item self-report questionnaire uses a 5-point
Likert scale item format to measure the two
subscales (personal goals and sense of self)
that are represented by ten subscales (Taskeffort, Competition, Power, Affiliation, Social
concern, Recognition, Token Reward; Sense of
Competence, Sense of Purpose) respectively.
Has been used in numerous studies either in
full or specific subscales.

5-point Likert scale

Motivation for
Reading
Questionnaire

Wigfield &
Guthrie

1997

11: Reading-efficacy,
Reading Challenge,
Importance, Intrinsic
Motivation (Reading
Curiosity & Reading
Involvement),
Extrinsic Motivation
(Competition in
Reading, Recognition
for Reading, Reading
for Grades), Social
(Compliance) Work
Avoidance
1-4 rating scale (very
different from me to
a lot like me)

A self-report scale
designed to establish
reading motivation

Construct

Title

Author

Publication Date

Subscales

Purpose

Selfregulation

Motivated Strategies
for Learning
Questionnaire
(MSLQ)

Pintrich,
Smith,
Garcia, &
McKeachie

1993

2 sets of subscales:
Motivation, Learning
Strategies

Developed from a
cognitive and motivational
theoretical framework.
Pintrich suggested that
both motivational and
cognitive factors should be
taken into consideration
when examining academic
performance.

7-point scale
(labelled only at its
end-points)

Self-efficacy

Reader SelfPerception Scale

(RSPS)

Henk &
Melnick

1992

4 subscales

Based on Banduras
(1977, 1982) theory of
perceived self-efficacy
specifically progress,
observational comparison,
social feedback &
physiological states

Overview

Self-report measure of reading self-perception

AppendixB:FinalAttitudeItems
AttitudeSetsavailableforMathematics
AttitudeGeneral
1. Ilikemathsatschool.
2. Iamgoodatmaths.
3. MyteacherthinksIamgoodatmaths.
4. MyMumandDadthinkIamgoodatmaths.
5. Ienjoydoingmathsinmyowntime(notatschool).
6. IenjoydoingthingsinmathsthatIhaventtriedbefore.
EngagementGeneral
1. Atschool,IfeellikeIamincludedinthings.
2. Imakefriendseasilyatschool.
3. SchoolisaplacewhereIfeelIbelong.
4. Idonotfeelawkwardandoutofplaceatschool.
5. Otherstudentsseemtolikemeatschool.
6. Idonotfeellonelyatschool.
MotivationGeneral
1. ItryhardtomakesurethatIamgoodatmyschoolwork.
2. WhenIamimprovinginmyschoolworkItryevenharder.
3. ThehardertheproblemtheharderItry.
4. ItryhardatschoolbecauseIaminterestedinmywork.
5. Iworkhardtotryandunderstandnewthingsatschool.
6. Iamalwaystryingtodobetterinmyschoolwork.
7. Ilikebeinggiventhechancetodosomethingagaintomakeitbetter.
8. Itryharderwhenschoolworkisinteresting.
MotivationMathematics
1. Itisveryimportanttometobegoodatmaths.
2. Itrytogetmoremathsanswersrightthanmyfriends.
3. Ilikehard,challengingmaths.
4. Idoaslittleschoolworkaspossibleinmaths.
5. Iliketohelpmyfriendswiththeirmathsschoolwork.

6. Ilikeitwhenthemathsexamplesarehard.
InterestMathematics
1. Ithinkmathsisexcitingandinteresting.
2. Inevergettiredofdoingmaths.
3. Iliketodoandthinkaboutmathsoutsideofschool.
4. Ithinkmathshelpsmetounderstandlife.
5. Ithinkthatmathshelpspeoplemakeimportantdecisions.
6. Mathsisnotboring.
SelfRegulationGeneral
1. DuringclasstimeIpayattentionmostofthetime.
2. Whenreadingforthissubject,Imakeupquestionstohelpmyfocus.
3. WhenIbecomeconfusedaboutsomethingImreadingforthissubject,Igobackandtrytofigureit
out.
4. IaskmyselfquestionstomakesureIunderstandthematerialthatIvebeenstudyinginclass.
5. WhenstudyingforthissubjectItryandworkoutwhichconceptsIdontunderstandwell.
6. IfIgetconfusedtakingnotesinclass,ImakesureIsortitoutafterwards.
AttitudeSetsavailableforReading
AttitudeGeneral
1. Ilikereadingatschool.
2. Iamgoodatreading.
3. MyteacherthinksIamgoodatreading.
4. MyMumandDadthinkIamgoodatreading.
5. Ienjoyreadinginmyowntime(notatschool).
6. Ilikegoingtothelibrarytogetsomethingtoread.
EngagementGeneral
1. Atschool,IfeellikeIamincludedinthings.
2. Imakefriendseasilyatschool.
3. SchoolisaplacewhereIfeelIbelong.
4. Idonotfeelawkwardandoutofplaceatschool.
5. Otherstudentsseemtolikemeatschool.
6. Idonotfeellonelyatschool.

MotivationGeneral
1. ItryhardtomakesurethatIamgoodatmyschoolwork.
2. WhenIamimprovinginmyschoolworkItryevenharder.
3. ThehardertheproblemtheharderItry.
4. ItryhardatschoolbecauseIaminterestedinmywork.
5. Iworkhardtotryandunderstandnewthingsatschool.
6. Iamalwaystryingtodobetterinmyschoolwork.
7. Ilikebeinggiventhechancetodosomethingagaintomakeitbetter.
8. Itryharderwhenschoolworkisinteresting.
MotivationReading
1. Itisimportanttometobeagoodreader.
2. Ivisitthelibraryalot.
3. Ilikehard,challengingbooks.
4. Idoasmuchreadingschoolworkaspossible.
5. Iftheteachertalksaboutsomethinginteresting,Imightreadmoreaboutit.
6. Ilikereadingsomethingwhenthewordsarehard.
InterestReading
1. Ithinkreadingisexcitingandinteresting.
2. Inevergettiredofreading.
3. Iliketodolotsofreadingoutsideofschool.
4. Ithinkreadingaboutthingshelpsmetounderstandlifeingeneral.
5. Ithinkthatreadingaboutthingshelpspeoplemakeimportantdecisions.
6. Readingisnotboring.
SelfRegulationGeneral
1. DuringclasstimeIpayattentionmostofthetime.
2. Whenreadingforthissubject,Imakeupquestionstohelpmyfocus.
3. WhenIbecomeconfusedaboutsomethingImreadingforthissubject,Igobackandtrytofigureit
out.
4. IaskmyselfquestionstomakesureIunderstandthematerialthatIvebeenstudyinginclass.
5. WhenstudyingforthissubjectItryandworkoutwhichconceptsIdontunderstandwell.
6. IfIgetconfusedtakingnotesinclass,ImakesureIsortitoutafterwards.

SelfEfficacyReading
1. Iamagoodreader.
2. IcanreadfasternowthanIcouldbefore.
3. WhenIread,IcanfigureoutwordsbetterthanIcouldbefore.
4. IcanrecognisemorewordsthanIusedto.
5. Ifindreadingeasierthanitusedtobe.
6. WhenIreadnow,IdonthavetotryashardasIusedto.
7. IcanreadbetternowthanIcouldbefore.
8. IcanunderstandwhatIreadbetterthanIcouldbefore.
AttitudeSetsavailableforWriting
AttitudeGeneral
1. Ilikewritingatschool.
2. Iamgoodatwriting.
3. MyteacherthinksIamgoodatwriting.
4. MyMumandDadthinkIamgoodatwriting.
5. Ienjoywritinginmyowntime(notatschool).
6. Iamgoodatspelling.
EngagementGeneral
1. Atschool,Ifeellikeanoutsider(orleftoutofthings).
2. Imakefriendseasilyatschool.
3. SchoolisaplacewhereIfeelIbelong.
4. Ifeelawkwardandoutofplaceatschool.
5. Otherstudentsseemtolikemeatschool.
6. Ifeellonelyatschool.
MotivationGeneral
1. ItryhardtomakesurethatIamgoodatmyschoolwork.
2. WhenIamimprovinginmyschoolworkItryevenharder.
3. ThehardertheproblemtheharderItry.
4. ItryhardatschoolbecauseIaminterestedinmywork.
5. Iworkhardtotryandunderstandnewthingsatschool.
6. Iamalwaystryingtodobetterinmyschoolwork.
7. Ilikebeinggiventhechancetodosomethingagaintomakeitbetter.

8. Itryharderwhenschoolworkisinteresting.
MotivationWriting
1. Itisveryimportanttometobegoodatwriting.
2. Itrytogethighermarksformywritingthanmyfriends.
3. Ilikehard,challengingwritingexercises.
4. Idoaslittlewritingschoolworkaspossible.
5. IhavefavouritesubjectsthatIliketowriteabout.
6. Ilikeitwhenwritingexercisesarehard.
InterestWriting
1. Ithinkwritingisexcitingandinteresting.
2. Inevergettiredofwriting.
3. Iliketodolotsofwritingoutsideofschool.
4. Ithinkwritingaboutthingshelpsmetounderstandlifeingeneral.
5. Ithinkthatwritingthingsdownhelpspeoplemakeimportantdecisions.
6. Writingisnotboring.
SelfRegulationGeneral
1. DuringclasstimeIpayattentionmostofthetime.
2. Whenreadingforthissubject,Imakeupquestionstohelpmyfocus.
3. WhenIbecomeconfusedaboutsomethingImreadingforthissubject,Igobackandtrytofigureit
out.
4. IaskmyselfquestionstomakesureIunderstandthematerialthatIvebeenstudyinginclass.
5. WhenstudyingforthissubjectItryandworkoutwhichconceptsIdontunderstandwell.
6. IfIgetconfusedtakingnotesinclass,ImakesureIsortitoutafterwards.

AppendixC:NewGeneralAttitudeQuestionswithNewResponseScale