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Abstract
The study’s purpose was to develop and validate a scale for assessing interest in mathematics among elementary students as part of an identification protocol for gifted and talented programming. Lohman recommends assessment of interest as a critical element within the ideal approach to identification. Hidi and Renninger’s Four-Phase Interest Development Model was identified as the theoretical model most closely aligned to identified interest factors. Their model along with current research literature informed and guided the creation of the measure. Items were created to assess emotion, value, perceived knowledge, and behavioral engagement in and outside of school. Three waves of data were collected utilizing second through sixth graders. The first exploratory factor analysis (EFA) resulted in the deletion of one factor. The second EFA reaffirmed the four-factor structure; in addition, the number of items was reduced. The confirmatory factor analysis resulted in a good model fit, supporting factor validity.
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