About the Measure
| Domains | Meta-cognition, Motivation, goal orientation and perseverance |
| Key stages | Key Stage 4, Key Stage 5 |
| Subscales | Learning orientation; Creative problem solving; Mental focus; Cognitive integrity |
| Description | This instrument measures high-school students' self-perceptions of appraoches to learning and achievement (see also subscales). The Mental Focus domain relates to systematic, calm approaches to problem-solving while the Cognitive Integrity domain relates to curiosity about alternative perspectives in pursuit of solutions. |
| Example | I know what I think, so why should I pretend to consider choices |
| Link | https://www.insightassessment.com/Products/Products-Summary/Critical-Thinking-Attributes-Tests/California-Measure-of-Mental-Motivation-Level-III |
| Psychometry | |
| Implementation |
Implementation details
| No. of items | 25 |
| Format | Likert |
| Respondent | Self |
| Scoring | Standardised |
| Time | 0 |
| Age | 14-18 |
| Cost single purchase | Available from d |
| Cost per child | Available from d |
Psychometric details
| UK norms | No |
| Cronbach's α | .53-.83 |
| Test retest | Not reported |
| Inter-rater reliability | Not reported |
| EFA | 4-factor oblique |
| CFA | 25-item CM3 4-factor model Chi-square(269) = 650.51 n = 491 p < .000 AGFI = .88 CFI = .85 RMSEA = .05 25-item CM3 4-factor model (different sample) Chi-square(269)= 707.96 n = 587 p < .000 AGFI = .89 CFI = .90 RMSEA = .05 |
| Criterion validity | Not reported |
| Construct validity | r= [.21,.56] with Grade Point Average |
| Concurrent validity | r= [.09,.67] with measures of self-efficacy and self-regulation |
| Predictive validity | r= [.21,.56] with Grade Point Average; r= [.15,.40] with Preliminary Scholastic Aptitude Test (PSAT) |
| Responsiveness | Not reported |
| Floor/Ceiling | Not reported |
| References | Giancarlo, C. A., Blohm, S. W., & Urdan, T. (2004). Assessing secondary students’ disposition toward critical thinking: Development of the California Measure of Mental Motivation. Educational and Psychological Measurement, 64(2), 347-364. doi:10.1177/0013164403258464 |