Miller, R.B., Greene, B. A., Montalvo, G. P, Ravindran, B. & Nichols, J. D. (1996).  Engagement in Academic Work:  The role of learning goals, future consequences, pleasing others and perceived ability. Contemporary Educational Psychology, 21, 388-422.
 

The survey on the next several pages is intended to provide an overview of your outlook on learning mathematics.  It will sample your reasons for learning and studying math.  Please answer each question as honestly as you can.  Your responses will not influence your grade in any way and they will be confidential.
Before beginning the survey please fill in the circles on your answer sheet for the following information which can be found in the center of the sheet:

1. SEX (Gender): Male or Female

2. GRADE level:

 a. Sophomore = 10
 b. Junior = 11
 c. Senior = 12

Next fill in the circles for the following information in the box at the lower left of the answer sheet:
3. Fill in the circles for the "IDENTIFICATION NUMBER" stamped on your answer sheet.  Use columns H, I and J for this number.

4. In column P, under "SPECIAL CODES" fill in the circle for the number of the math class you are currently taking.  Use the guide below to identify your course:
 1 = Algebra I
 2 = Algebra II
 3 = A.P. Calculus
 4 = Geometry
 5 = Math Analysis
 6 = Math I
 7 = Math II
 8 = Pre-Calculus
 9 = Probability and Statistics
 Survey on Learning Mathematics

Directions-Part 1: The following statements represent beliefs students may have about their ability in math and reasons that students might have for doing school work.  Read each statement and indicate how much you agree that it is true of you in this class.  Use the 5-point scale below to indicate your response.  Fill in circle on the answer sheet corresponding to your answer.

 Strongly                     Disagree                                    Agree              Strongly
 Agree                                                                                                  Disagree
 
 1                                  2                      3                      4                          5
 

1. I do the work assigned in this class because I like to understand really
 complicated ideas.

2. I do the work assigned in this class because I like to score higher than
 other students.

3. I am confident I have the ability to understand the ideas taught in this
 course.

4. I do the work assigned in this class because I don't want to make my
 family unhappy.

5. I do the work assigned in this class because that is what school is
 all about.

6. I am confident about my ability to do the mathematical computations in
 this class.

7. I do the work assigned in this class because that is what I'm supposed to do.

8. I do the work assigned in this class because good grades lead to other things
 that I want (e.g., money, graduation, college acceptance or scholarships,
 eligibility for extracurricular activities).

9. I do the work assigned in this class because I don't want to look foolish or
 stupid to my friends, family or teachers.

10. I am confident I can perform as well or better than others in this class.

11. I do the work assigned in this class because I don't want my teacher to be
 unhappy with what I've done.

12. I do the work assigned in this class because I want look smart to my friends.

13. I do the work assigned in this class because that is what the teacher asked
 me to do.

14. Compared to others in this class, I think I am good at mathematics.

15. I do the work assigned in this class because I can show people that I am smart.

16. I do the work assigned in this class because my grades have a personal
 payoff for me (e.g., rewards from my family, graduation, scholarships,
 college acceptance).

17. I do the work assigned in this class because I like to work
 challenging problems.

18. Compared with other students in this class my math skills are weak.

19. I do the work assigned in this class because if I do well I get praise or rewards
 from other people.

20. I do the work assigned in this class because I don't want others to think
 I'm not smart.

 21. I do the work assigned in this class because I want the teacher to think I am
 a good student.

22. I do the work assigned in this class because that is what my family expects
 me to do.

23. I do the work assigned in this class because I like learning interesting things.

24. I have a good understanding of the mathematical concepts I've been taught.

25. I do the work assigned in this class because I get some reward or recognition
 for doing well.

26. I do the work assigned in this class because I like to understand the
 material I study.

27. I do the work assigned in this class because I don't want to be embarrassed
 about not being able to do the work.

28. I am certain I understand the math presented in this class.
 
29. I do the work assigned in this class because I don't want to be the only one
 who cannot do the work well.

30. I think I am doing better than other students in this class.

31. I do the work assigned in this class because I like to do better than other
 students.

32. I do the work assigned in this class because I want my family to think I
 am a good student.
 
 

 THE SURVEY IS NOW COMPLETE.  YOU MAY CLOSE THE BOOKLET.
 THANK YOU FOR YOUR COOPERATION.
 

  Survey on Learning Mathematics: Subscale Guide
 
Goal Subscales:  Each of these items was prefaced with the phrase, "I do the work assigned in this class because ..."

 Learning Goal:

1. I like to understand really complicated ideas.
17. I like to work challenging problems.
23. I like learning interesting things.
26. I like to understand the material I study.

 Future Consequences:

8. good grades lead to other things that I want (e.g., money, graduation, college acceptance or  scholarships, eligibility for extracurricular activities)
9. my grades have a personal payoff for me (e.g., rewards from my family, graduation,  scholarships, college acceptance)
19. if I do well I get praise or rewards from other people.
25. I get some reward or recognition for doing well.

 Performance Goals:

2. I like to score higher than other students.
9. I don't want to look foolish or stupid to my friends, family or teachers.
12. I want look smart to my friends.
15. I can show people that I am smart.
20. I don't want others to think I'm not smart.
27. I don't want to be embarrassed about not being able to do the work.
29. I don't want to be the only one who cannot do the work well.
31. I like to do better than other students.

 Pleasing the Teacher:

5. that is what school is all about.
8. that is what I'm supposed to do.
11. I don't want my teacher to be unhappy with what I've done.
13. that is what the teacher asked me to do.
21. I want the teacher to think I am a good student.

 Pleasing the Family:

  4. I don't want to make my family unhappy.
22. that is what my family expects me to do.
32. I want my family to think I am a good student.
 

Perceived Ability Subscale:

3. I am confident I have the ability to understand the ideas taught in this course.
6. I am confident about my ability to do the mathematical computations in this class.
10. I am confident I can perform as well or better than others in this class.
14. Compared to others in this class, I think I am good at mathematics.
18. Compared with other students in this class my skills are weak.
24. I have a good understanding of the mathematical concepts I've been taught.
25. I am certain I understand the math presented in this class.
30. I think I am doing better than other students in this class.