Measuring mathematical self-concept in four- to six-year-olds: A comparison of picture and puppet supported procedures

In three mixed designed experiments with four-to six-year-olds we explored the comparability of different measurement tools for mathematical self concept (SC). All participants were asked to perform a picture scale (PIS) and a puppet interview (PUI) in the first experiment (N = 25), a PIS and a puppet scale (PUS) in the second experiment (N = 25) and a PUI and a PUS in the third experiment (N = 26). In all experiments, the order of presenting the scales was manipulated between participants. Mathematical competencies, German grammar comprehension and intel-ligence were measured. The experiments showed that all of the scales were reliable. In addition, no differences were revealed between the individual procedures for the assessment of mathe-matical SC. Due to the rather small sample sizes, data was merged across experiments to allow a one-way subject-to-subject comparison of the procedures, resulting in increased statistical power. Again, no differences between the SC scales were observed. Findings of moderate correlations between the PIS with mathematical skills and the PUI with mathematical skills indicated construct validity, but this was not observed for the PUS. When the sample is divided according to median split, a difference emerges in the older age group between PUS and PUI. In general, our findings showed that puppets and pictures are useful supporting materials in the SC measurement of four-to six-year-olds.

Automated summary

This study explores the comparability of different measurement tools for mathematical self concept in four-to six-year-olds. The experiments showed that all of the scales were reliable and there were no differences between the individual procedures. Puppets and pictures were found to be useful supporting materials in the measurement.