The utility of the Attitudes Toward Mathematics Inventory—Short Form for Children for assessing attitudes toward mathematics in primary school children

According to the Expectancy-Value Theory, attitudes toward mathematics consist of a combination of expectancy of success and task values, including intrinsic, utility, and attainment value, along with associated costs. To analyze this construct in children, understand its relationship with other constructs, and design targeted interventions, appropriate measurement is essential. This study examined the suitability of the <i>Attitudes Toward Mathematics Inventory</i>-<i>Short Form</i> (ATMI-SF), a brief measure that allows for the assessment of the key components of attitudes as defined by the Expectancy-Value Theory, in primary school children. The sample consisted of 798 Italian children (50.5% female; <i>M_age</i> = 9.01, <i>SD</i> = 0.91). The four-factor structure was confirmed, with evidence of gender invariance and good internal consistency. Gender differences and trends in attitudes were explored. The relationships between attitudes, math anxiety, and mathematical competence were examined, highlighting their reciprocal nature. Targeted educational strategies were discussed.