Developing and validating a multidimensional mathematics persistence scale: An exploratory and confirmatory factor analysis approach
Alberta Parinters Makur 1 , Al Jupri 1 * , Darhim 1 , Agus Maqruf 1
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1 Mathematics Education Study Program, Universitas Pendidikan Indonesia, Bandung City, West Java, INDONESIA* Corresponding Author

Abstract

This study addresses the need for a reliable instrument to measure student persistence in mathematics education by developing and validating the Mathematics Multidimensional Persistence Scale (MMPS). The MMPS was adapted from the existing Multidimensional Persistence Scale through translation and expert review, resulting in a 22-item scale that includes newly developed items to better capture persistence in the context of mathematics learning. The scale was administered to 438 high school students from three schools in Manggarai, East Nusa Tenggara, Indonesia. Exploratory Factor Analysis revealed four factors: Strategic Persistence in Mathematics, Math Avoidance Due to Difficulty, Effortful Persistence Despite Math Anxiety, and Inappropriate Persistence. Confirmatory Factor Analysis supported a good model fit (CFI = 0.924, TLI = 0.903, RMSEA = 0.047), indicating the scale’s validity. These results provide a solid foundation for evaluating mathematics persistence and offer educators practical tools to support student engagement. Future research should examine the long-term impact of MMPS-informed interventions on student outcomes.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 11, Issue 3, July 2026, Article No: em0274

https://doi.org/10.29333/pr/18777

Publication date: 01 Jul 2026

Online publication date: 18 Jun 2026

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Article Downloads: 24

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