The Development and Validation of Scores on the Mathematics Information Processing Scale (Mips)
Bibliographic Data
| ID | 20284418 |
|---|---|
| Authors | Kenneth C Bessant (Brandon University, corresponding author) |
| Year | 1997 |
| Volume | 57 |
| Issue | 5 |
| Pages | 841-857 |
| Publication date | 1997-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational and Psychological Measurement (JOURNAL) |
| Journal identifiers | ISSN: 0013-1644 • E-ISSN: 1552-3888 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013164497057005009 |
| OpenAlex | W2039251318 |
| Language | EN |
| Citations received | 4 |
| References cited | 18 |
This study reports the development and the psychometric properties of a new 87-item Mathematics Information Processing Scale (MIPS) that explores (a) learning strategies for statistics (or mathematics-related) content, (b) metacognitive problem-solving skills, and (c) attentional deployment in evaluative contexts. A total of 340 introductory statistics students (188 females and 152 males) completed the MIPS along with measures of statistics anxiety, attitudes toward statistics, and student learning approaches. Exploratory factor analysis, with oblique rotation, indicated a multidimensional interpretation of the MIPS, and the corresponding scales correlated as expected with related variables. Factor analysis identified five theoretically meaningful dimensions tentatively labeled Metacognitive Problem Solving, Deep-Associative Study, Surface-Disintegrated Study, Performance Preoccupation, and Strategic Study
Cognition · Cognitive psychology · Developmental psychology · Exploratory factor analysis · Mathematics education · Metacognition · Psychometrics · Scale (ratio) · Statistics · Innovative Teaching and Learning Methods · Mathematics · Online and Blended Learning · Psychology · Statistics Education and Methodologies
Psychometric Characteristics of the Conceptions of Mathematics Questionnaire
Psychometric Characteristics of the Conceptions of Mathematics Questionnaire
Self-Regulated Learning Strategies Among Graduate Students and Their Relationship with Statistics Anxiety
An integrated approach to understanding negative math experiences
The effect of emotion on cue utilization and the organization of behavior.
Common methodological problems in factor analytic studies.
Levels of processing
A Rationale and Test for the Number of Factors in Factor Analysis
The Development and Validation of a Scale Measuring Attitudes toward Statistics
A Comprehensive Trial Of The Scree And Kg Criteria For Determining The Number Of Factors
What do inventories of students' learning processes really measure? A theoretical review and clarification
Cognitive and Emotional Components of Test Anxiety
Metacognition and cognitive monitoring
The Scree Test For The Number Of Factors
Stress, anxiety, and cognitive interference
The Role of Metalearning in Study Processes
Conceptions of broad and narrow attention
Comparison of five rules for determining the number of components to retain
| Unique citing works | 4 |
|---|---|
| Citations per year | 0.16 |
| Citation span | 2001 - 2025 (25) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |