Cross validating a bidimensional mathematics anxiety scale

02-May-2017 10:44

Implications of the bidimensional affective scale in measuring mathematics anxiety are discussed.

Keywords: mathematics anxiety, Mathematics Anxiety Scale, mathematics education, psychometric property, factor analysis**********Mathematics education has been in the center stage of accountability reform since the No Child Left Behind Act went into effect in 2002 (NCLB, 2002).

On the other hand some research has indicated that boys’ mathematics performance is more negatively affected by MA than girls’ performance is.

The aim of the current study was to measure girls’ and boys’ mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies.

Cross-validation of the modified model was tested on a different sample of 246 students and was found to be satisfactory.

In addition, concurrent validity of the instrument was found from significant relationships between the modified RMARS scores and students' self-perceptions of their general and current mathematics anxiety levels.

The modified RMARS is valid and reliable and could be used as a screening tool, a placement tool, or a research tool.

(Contains 1 figure and 4 tables.)Descriptors: Construct Validity, Factor Structure, Rating Scales, Factor Analysis, Psychometrics, Mathematics Anxiety, College Mathematics, College Students, Test Validity, Test Construction, Screening Tests Southern Illinois University Carbondale.

Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys.

Mathematics literacy is regarded as a "civil issue" because of its leverage in mitigating social and economic inequity (Schoenfeld, 2002).

Students and educators alike are under unprecedented pressure to achieve state proficiency standards and to close the achievement gaps (Farmer, 2005; Harris & Herrington, 2006; Jones, Jones, & Hargrove, 2003; Taylar, 2006; Yeop Kim, Zabel, Stiefel, & Schwartz, 2006).

In addition, the bidimensionality of MAS-R was verified through the two-factor measurement model that fitted to the data significantly better than the one-factor model.

Therefore, MAS-R is a psychometrically reliable and valid instrument for measuring bidimensional mathematics anxiety.

Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys.

Mathematics literacy is regarded as a "civil issue" because of its leverage in mitigating social and economic inequity (Schoenfeld, 2002).

Students and educators alike are under unprecedented pressure to achieve state proficiency standards and to close the achievement gaps (Farmer, 2005; Harris & Herrington, 2006; Jones, Jones, & Hargrove, 2003; Taylar, 2006; Yeop Kim, Zabel, Stiefel, & Schwartz, 2006).

In addition, the bidimensionality of MAS-R was verified through the two-factor measurement model that fitted to the data significantly better than the one-factor model.

Therefore, MAS-R is a psychometrically reliable and valid instrument for measuring bidimensional mathematics anxiety.

Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance.