Math Self-beliefs comparison study

The purpose of this data set is to examine distinctions across different measurement instruments used to measure student self-perceptions and attitudes towards mathematics. 225 college undergraduate students took one randomized survey containing the following scales: 1) Mathematics self-efficacy and Anxiety Questionnaire (MSEAQ, May, 2009), 2) Self-Descriptive Questionnaire-III (SDQ-III, Marsh & O’Neill, 1984) [All 10 items for the math self-concept subset were included in this survey. The other SDQ items represent incomplete question sets], 3) Mathematical Self-efficacy Scale – Middle School (UPMSES, Usher & Pajares, 2009), 4) Mathematical Self-Concept Scale (GMSCS, Gourgey, 1982), 5) Nine items from the Fennema Sherman Mathematics Attitude Scales (FSMAS, Mulhern & Rae, 1998)[These items do not represent the entire scale as developed], and 6) Three original items measuring student beliefs related to seeking help in mathematics classes. The survey originally included two items that were specific to the undergraduate course the students were currently enrolled in, but they have been removed from the dataset. Additionally, for a subset of the students the dataset includes information on gender, race, major (STEM vs. nonSTEM), course grade, course exam average, and homework completion percentage. The separate scales were all compiled into one survey programmed in Qualtrics. Questions were randomized within scales and scales were randomized within the entire survey. The survey was available for a one-week time period during which participants could complete it at their leisure. Qualtrics allowed multiple entries so that the entire survey could be completed in multiple settings. The data reporting demographic and course information was obtained through school records.