शोध पभा Shodha Prabha (UGC CARE Journal) ISSN: 0974-8946 Vol. 48, Issue. 04, No.7: 2023 63 Shri Lal Bahadur Shastri Rashriya Sanskrit Vidyapeetha Construction and Standardization of Mathematics Self-Concept Scale Dr Dilip Singh* Dr Vinod Kumar Singh** Abstract The main focus of the present paper is the development of Mathematics Self-Concept (MSC) Scale to measure the mathematics self-concept of secondary school students. Pool of 35 items were prepared in the initial phase. The Mathematics self-concept scale was based on the five dimensions such as self-confidence in mathematics consist of 10 items, value of mathematics comprised of 5 items, enjoyment of mathematics based on 6 items , motivation towards mathematics have 7 items and anxiety towards mathematics includes 7 items. Thus, a total of 35 items were included in the final draft. Five point Likert scale was used to measure the mathematics self-concept of the secondary students. The items showing the strongly agree, agree, neutral, disagree and strongly disagree were scored 5, 4, 3, 2 and1 respectively. A pilot study was conducted on the 40 students of secondary school in Varanasi District. Inter- rater reliability of MSC scale was measured by Cronbach’s alpha coefficient and its value was 0.80. The face validity of the scale were validated by the experts in the field of education, mathematics and psychology from the Banaras Hindu University, Mahatma Gandhi Kashi Vidya Peeth ,Central University of South Bihar and Allahabad University. For the comparison and interpretation of test scores the norms of the scale were developed during the construction of the scale. Key Words: Self-Concept, Mathematics Self-Concept, Construction and Standardization Introduction Self-Concept is an organized whole concern with individual’s attitude, beliefs and self - constructed view (Wehler & Fasbender, 2018). Self-concept is an individual’s psychology related to various dimensions such as motivation, beliefs and attitude. It is multidimensional in nature and related with various branches such as academic self-concept, an athletic self- concept, scientific self-concept, mathematics self-concept and others. Self – concept is a self- construct ideas about itself with respect to social, psychological, physical, emotional and cognitive. Self-Concept are based on the knowledge we gain and regulate. Self-Concept is generally classified into two types namely General Self-Concept and Specific Self-Concept. General self-concepts are at the top of the hierarchy and specific self-concept are at the bottom of the hierarchy (Pekrun, 2001). Self-concept is the perception of an individual about their own beliefs, feelings, and potentialities. Self-concept comprised from social experiences, family involvement, classroom environment and school climate (Hurlock, 1979). Roy Baumeister (1999) explained that self-concept includes the individual’s attribute about itself. Rosenberg (1979) mentioned that Self-concept refers to person’s own thoughts and feeling with respect to our self. One of the general question that comes in to the mind of the children is that “who am I”. This question is related with various areas of self-concept such as academic as well as non-academic. Mathematics self-concept is an individual’s perceptions of their abilities, beliefs, self-related construct towards mathematics (Rodriguez, Muniz, and Gomez, 2023). Mathematics self-concept is the strongest determinant of academic achievement in mathematics (Skaalvik, 2006). It is the self-evaluation of learner’s thinking, feeling, values and interest towards the mathematics. It will decide the future of the learners in the mathematics. If the student’s mathematics self-concept is high then their interest towards mathematics is more otherwise there will be fear regarding mathematics. So mathematics self-concept is an issue for the learners at school level. It will influence and provides a base for students in the field of mathematics.