Abbreviated Math Anxiety Scale Research Articles

Adaptation of the modified abbreviated math anxiety scale: its relationship with mathematics self-efficacy and academic buoyancy

Mathematics anxiety (MA) is a widely recognized phenomenon that refers to the negative thoughts, fears, and stress experienced by individuals when working with numbers. It has a severe impact on individuals ranging from elementary school students to college students across various countries. Despite several instruments available for measuring MA, the majority of them are in English. At this time, we first adapted the Modified Abbreviated Math Anxiety Scale (m-AMAS) to the Turkish culture to be used with early adolescent students. The m-AMAS was administered to 224 students (mean age:13.35 years, SD = 0.49, 128 girls) and was found to be a valid and reliable tool for measuring MA. The study also explored the link between MA and math self-efficacy (MSE), academic buoyancy (AB). The findings support the validity of the 9-item, two-dimensional structure of the m-AMAS used in this research, as it was found to be comparable to the original scale tested on British students. Intriguingly, the results of the mediation analysis demonstrated that MA significantly predicted MSE, which in turn significantly predicted AB. Notably, the model unveiled a significant indirect effect between MA and AB, with a partial mediating effect of MSE. However, for a comprehensive understanding of this sequence, future research endeavours, encompassing longitudinal and experimental studies, are imperative.

Inhibitory Control Training for Anxiety and Math Achievement in Primary School Children: Protocol for a Proof-of-Concept Study.

Cognitive control training (CCT) has shown potential to reduce emotional vulnerability in adults and adolescents. However, there is scant literature testing the efficacy of CCT for the reduction of anxiety and transferring the effects to educational outcomes in children. Building on the evidence that a greater ability to suppress a prepotent response (inhibitory control) is associated with higher math achievement in children, it is plausible that training inhibitory processes using a CCT paradigm may be beneficial for reducing anxiety, improving inhibitory control, and in turn increasing math achievement. This proof-of-concept study aims to investigate the efficacy of 15 sessions of inhibitory control training for reduction in anxiety and improvement in math achievement in primary school children. We will use a 2 (group: CCT, adaptive Go/No-Go vs active control, low-load task) multiplied by 4 (time: pre- vs posttraining vs 1-month vs 3-month follow-up) randomized design in a nonselected sample of 100 children aged 8-10 years. Both groups will complete 10 minutes of daily training for 3 weeks at school. The dependent variables will be anxiety and correlates (Spence Children's Anxiety Scale, Penn State Worry Questionnaire for Children, Revised Children's Anxiety and Depression Scale, Child Response Style Questionnaire, and Modified Abbreviated Math Anxiety Scale), inhibitory control (Go/No-Go task), shifting (color-shape shifting task), updating (n-back task), and math achievement (Applied Problems, Calculation, and Math Facts Fluency subtests from the Woodcock-Johnson IV Tests of Achievement). We opened enrollment in September 2023. The initial results are expected to be published in late 2024. We predict that children in the CCT group will show a reduction in emotional symptoms; improvements in inhibition, shifting, and updating performance; and advances in math achievement from pre- to posttraining, and that these effects will be maintained at 1- and 3-month follow-ups, compared to children in the active control group. The CCT paradigm used in our study will provide a greater understanding of the emotional and cognitive transfer effects on children and inform future work. Specifically, the findings will advance the knowledge of deploying inhibitory control training with children and provide valuable insights into its use for reducing anxiety and advancing math achievement. Open Science Framework ofs.io/de2qa; https://doi.org/10.17605/OSF.IO/DE2QA. PRR1-10.2196/52929.

Math Anxiety and its Relation to the Success of Mathematical Problems

ath anxiety is widespread problem described as worry and tension while doing mathematics. The aim of research is to determine whether there is a correlation between math anxiety and the performance of elementary school students in solving mathematical problems at the second level. . The theoretical part of the thesis contains information and empirical findings about math anxiety and solving mathematical problems. The research sample was comprised of 138 (46,38 % girls and 53,62 % boys) 9th grade elementary learners from Slovak republic. The data were collected by the questionnaire of our own design comprising: the modified abbreviated math anxiety scale, the state-trait anxiety inventory, and the math test. Quantitative data analysis methods included descriptive statistics and Spearman coefficient as a measurement of correlation between variables. The results have revealed that mathematics anxiety has significant correlation (R = - 0.401; p = 1,09216.10-6, p < 0.01) with the success of mathematical problems and significant correlation (R = 0.608; p = 2,44249.10-15, p < 0.01) with the mathematics achievement. 36,23 % of the participants reported high math anxiety, and a further 18% were at least somewhat affected by it. The results confirm that the mAMAS questionnaire is an appropriate tool for determining the level of mathematical anxiety among pupils in Slovakia.

The Russian version of the Abbreviated Math Anxiety Scale: psychometric properties in adolescents aged 13-16 years.

This study is the first to assess the internal consistency and factor validity of the Abbreviated Math Anxiety Scale (AMAS) in a sample of Russian adolescents as well as gender differences and gender invariance. The study included 4,218 adolescents in grades 7-9 (M = 14.23, SD = 0.92). Internal consistency, measured with Cronbach's alpha, was high. Analysis of the factor structure revealed the best correspondence of the second-order factor model, which included two scales (learning math anxiety and math evaluation anxiety) and the general scale of math anxiety. There were greater gender differences in the all three scales. Analysis of gender invariance demonstrated that the mathematics anxiety construct was uniform in boys and girls. These findings confirm the reliable psychometric properties and validity of the AMAS, enabling its use in adolescents.

How to measure math anxiety in young children? Psychometric properties of the modified Abbreviated Math Anxiety Scale for Elementary Children (mAMAS-E)

How to measure math anxiety in young children? Psychometric properties of the modified Abbreviated Math Anxiety Scale for Elementary Children (mAMAS-E)

Abbreviated Math Anxiety Scale (Romanian version): construction, validity, fidelity

Abbreviated Math Anxiety Scale (Romanian version): construction, validity, fidelity

The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics

This study investigates how teaching for conceptual understanding alongside procedural knowledge affects students’ achievement in, anxiety about, and attitude toward mathematics. Purposive sampling was used to select 200 secondary school students from Erbil-Iraq. An experimental approach was applied to evaluate the sample study. In the experimental group, conceptual teaching was the focus. In the control group, conventional teaching was used. Pre- and post-tests for an achievement test, mathematics attitude scale, and abbreviated math anxiety scale were applied to both groups to reveal the effect of conceptual knowledge on students’ achievement, attitudes, and anxiety, respectively. Repeated measure ANOVA was used to analysis the data. The results show that there is a statistically significant difference in mathematics achievement between the two groups (<i>p</i><.001). Students’ attitudes toward mathematics in treatment group developed positively. Nevertheless, teaching mathematics conceptually reduced anxiety among female students more effectively than it did among male ones.

Mathematics difficulties are related to mathematics anxiety in children with epilepsy: An online study

AimChildren with epilepsy have an increased risk of difficulties with mathematics. Research into the mathematics difficulties of children with epilepsy, however, is limited. This study sought to determine whether the mathematics difficulties of children with epilepsy are related to mathematics anxiety over and above other previously identified factors (reading difficulties, generalized anxiety, and working memory). MethodSeventy-nine parents of children with epilepsy and 72 parents of typically developing children completed online questionnaires on their child’s mathematics and reading difficulties (CLDQ; Colorado Learning Difficulties Questionnaire), mathematics anxiety (mAMAS; Modified Abbreviated Math Anxiety Scale), general anxiety (SCAS; Spence Child Anxiety Scale), and working memory (BRIEF-2; Brief Rating Inventory of Executive Function-2nd Edition). Questionnaires also collected demographic information and epilepsy variables. ResultsChildren with epilepsy had higher scores on the CLDQ mathematics subscale (CLDQm) and the mAMAS compared to typically developing children. Younger age of epilepsy onset, higher seizure frequency, and a greater number of anti-seizure medications accounted for 20.4% of the variance on the CLDQm. The CLDQ reading subscale (CLDQr) justified an additional 14% of the variance on the CLDQm. Finally, the mAMAS explained 20.2% of the variance on the CLDQm, after controlling for epilepsy variables and CLDQr. In contrast, the BRIEF-2 and SCAS did not account for a significant amount of variance on the CLDQm. SignificanceMathematics anxiety is the most significant contributor to mathematics difficulties experienced by children with epilepsy. Difficulties with reading and epilepsy factors also have significant, albeit smaller contributions to mathematics difficulties in this clinical population. Given the multiplicity of factors contributing to mathematics difficulties, a comprehensive, multidisciplinary treatment is needed.

Exploring mathematics anxiety among primary school students: Prevalence, mathematics performance and gender

This quantitative, survey research investigated the prevalence of mathematics anxiety among 62 fourth and sixth grade primary level students (aged nine to 12 years). It also explored the correlation between mathematics performance and mathematics anxiety as well as if there was a significant, statistical difference between the mathematics anxiety of males and females. The data relating to mathematics anxiety and mathematics performance were collected using the modified abbreviated math anxiety scale (mAMAS) and a teacher-made mathematics test, respectively. This data was analyzed using descriptive statistics, the Mann Whitney U test and Spearman rank order correlation. The results indicated that the prevalence of mathematics anxiety was high among the sample of grade four students while the prevalence rate was considerably lower among the sample of sixth graders. Small, non-significant positive and negative correlations were recorded between mathematics performance and mathematics anxiety for grade four and six students, respectively. Gender differences relating to mathematics anxiety were also non-significant. In light of these mixed findings practical implications and potential directions for future research are discussed.

Test of Measurement Invariance, and Evidence for Reliability and Validity of AMAS Scores in Dutch Secondary School and University Students

The Abbreviated Math Anxiety Scale (AMAS) is commonly used to compare groups on math anxiety. Group comparisons should however be preceded by a demonstration of metric and scalar measurement invariance, which is currently only available for undergraduate students in the USA. This study tested for metric and scalar measurement invariance of AMAS scores across sexes and age groups and investigated reliability and validity evidence. Dutch secondary school students ( N = 1504) and university students ( N = 629) completed the AMAS and reported their math grades. Subsamples also completed questionnaires on related (e.g., trait anxiety) and unrelated constructs (e.g., anxiety for learning a foreign language). Results of multi-group Confirmatory Factor Analyses showed the 2-factor structure that was detected in earlier studies and supported partial metric and scalar invariance, although cross-loadings for one item were included for the female university students group to improve model fit. Reliability ranged from acceptable to good and validity was supported.

Factor Structure and Gender Invariance of the Abbreviated Math Anxiety Scale (AMAS) in Middle School Students

Given the potential short and long-term consequences of math anxiety in children and adolescents, it is important to have psychometrically sound measures that assess math anxiety in this population. The purpose of the current study was to examine the factor structure and equivalence of the factor structure of the Abbreviated Math Anxiety Scale (AMAS) in middle school girls and boys. Participants were 604 children recruited from two middle schools in Texas. A single-factor, two-factor, and bifactor model were tested using a Confirmatory Factor Analysis (CFA). A Multigroup Confirmatory Factor Analysis (MGCFA) was used to investigate whether the AMAS demonstrated measurement invariance across the sample of middle school girls and boys. The bifactor model provided an excellent fit and the best fit of the three models tested (CFI = .99, TLI = .99, SRMR = .02, RMSEA = .03). Results of the MGCFA supported configural, metric, and scalar invariance of the AMAS across middle school boys and girls. These results suggest that the AMAS demonstrates strong factorial invariance across gender for middle school students and can be used to assess potential differences in math anxiety between middle school girls and boys in an unbiased manner.

Measuring Math Anxiety Among Predominantly Underrepresented Minority Undergraduates Using the Abbreviated Math Anxiety Scale

Many students experience math anxiety, which can negatively affect their academic achievement and even their career choices. One of the most commonly used methods to assess math anxiety is the Abbreviated Math Anxiety Scale (AMAS). Despite the ubiquity of this measure, there is a lack of studies assessing its validity. Moreover, almost all studies have administered the AMAS to a predominantly (>75%) White sample. The present study assessed the validity of the AMAS in a largely underrepresented minority-student (Hispanics and Blacks) sample. The construct validity of the scale was established by showing that students’ AMAS was predictive of both their actual (objective) and predicted (subjective) performance on an arithmetic task. The factor structure of the measure was validated by confirming that the two-factor model was a better fit than the one-factor model. Gender invariance was supported using multi-group confirmatory factor analyses. Overall, the results of the present study provide further evidence on the validity of the AMAS and its use among underrepresented minority college students.

Unmotivated, Depressed, Anxious: Impact of the COVID-19 Emergency Transition to Remote Learning on Undergraduates’ Math Anxiety

In summer 2020, we invited the 6761 undergraduate students who took a Spring 2020 math course at the University of Arizona to participate in a survey, with 13% responding. We asked about their experience with the emergency transition to remote learning and measured their math anxiety before and after the transition using the well-established Abbreviated Math Anxiety Scale(AMAS). “Unmotivated, depressed, anxious” are the words one undergraduate used to describe their emergency transition to remote learning. Our results indicate that limited access to quality technology and inadequate communication with an instructor were the two greatest predictors for an increase in math anxiety after the emergency transition to remote learning. These results may encourage instructors to foster community with their students, especially during emergency remote learning.

Is project-based transdisciplinary assessment effective in reducing the Mathematical anxiety of pre-service Biology teacher?

Mathematical anxiety is a constant obstacle experienced by pre-service Biology Teachers in developing their quantitative abilities. Project-based transdisciplinary assessment is one type of transdisciplinary application that has not been widely explored to solve this problem. Project-based transdisciplinary assessment in form of mini-research with the topic “Data Collection on local wisdom in each area”. The aim of this study is to determine the impact of implementing project-based transdisciplinary assessment on reducing mathematics anxiety among 23 pre-service biology Teachers. This study used a pre-experimental method with a pre-test and post-test design with one non-randomized group. The pre-test and post-test were carried out using the AMAS (Abbreviated Math Anxiety Scale) questionnaire. Data were analyzed using descriptive statistics and the Wilcoxon signed ranks test. Statistical results of this study show no significant difference in mathematics anxiety before and after the implementation of the project-based transdisciplinary assessment with a z value of-0.163 and a p-value of 0.87. Based on the aspect of mathematics anxiety, there is also no significant difference in mathematics learning anxiety and mathematics evaluation anxiety when compared before and after the implementation of project-based transdisciplinary assessment with each z value = -0.664, p = 0.506 and z = -0.931 and p = 0.352. The implication of this research is the need for a continuous, collaborative and institutional effort in the transdisciplinary application so as to improve the quantitative abilities of pre-service Biology Teachers.

Investigating the Prevalence of Mathematics Anxiety and its Relationship to Gender Among Grade 7 Students in Jamaica

This paper presents findings from a quantitative, survey research study that investigated the prevalence of mathematics anxiety (MA) in two Grade 7 cohorts and how students’ MA compared by gender. The research sample consisted of 467 Grade 7 students (276 females and 186 males) from two high schools in Jamaica. The data were collected using the Modified Abbreviated Math Anxiety Scale (mAMAS) and analyzed using descriptive statistics and a Mann-Whitney U test. The results showed that students experienced a range of MA (Low, Slight, Moderate, and High). Most students experienced Slight MA and 7.5% of the students reported High MA. Another key finding was that the MA distributions for males and females were not statistically significant. Considering the relatively high percentage of students who reported high MA, additional research involving more schools relating to prevalence of MA is warranted.

The Abbreviated Science Anxiety Scale: Psychometric properties, gender differences and associations with test anxiety, general anxiety and science achievement.

Science anxiety refers to students’ negative emotions about learning science. Across two studies, we investigated the psychometric properties of the newly developed Abbreviated Science Anxiety Scale (ASAS), which was adapted from the modified Abbreviated Math Anxiety Scale (m-AMAS) (Carey E., 2017). Using a sample of students in grades 7 to 10 (N = 710), Study 1 reported a two-factor structure of the ASAS (learning science anxiety and science evaluation anxiety) and negative associations between the ASAS factors and science achievement. Study 2 replicated this two-factor model in students in grades 11 and 12 (N = 362) and found that students in the “Arts” track were more anxious about science than those in “Sciences” track. Both studies consistently reported positive inter-correlations between the ASAS factors, with good internal reliabilities and modest meaningful associations with test anxiety and general anxiety, suggesting that science anxiety might be a distinct construct. Further, female students had higher science anxiety (especially science evaluation anxiety) than male students, even when test anxiety and general anxiety were considered in models. In summary, the ASAS is a brief, valid, and reliable instrument that can be used to guide and improve science education.

Sex differences in microstructural white matter alterations of mathematics anxiety based on diffusion MRI connectometry.

Mathematics Anxiety (MA) is a feeling of stress, tension, and fear in situations engaging with math-related tasks. Herein, we utilized Diffusion Magnetic Resonance Imaging (DMRI) connectometry approach to tracking white matter (WM) fibers with a significant correlation with the severity of MA. A total of 77 healthy adult participants (50 males, mean age ± SD = 26.00 ± 3.54) were included from the Leipzig Study for Mind-Body-Emotion Interactions (LEMON) database. Abbreviated Math Anxiety Scale (AMAS) questionnaire was used for assessing the participant's feelings when facing a math-related activity. DMRI data were prepared and analyzed with the connectometry approach. Multiple regression models were then carried out to examine the correlation of WM microstructural connectivity with AMAS score. DMRI connectometry showed a significant association between AMAS score and increased microstructural connectivity in left arcuate fasciculus (AF), the body of corpus callosum (CC), right cingulum, and left inferior longitudinal fasciculus (ILF) in male participants with moderate effect size false discovery rate (FDR = 0.040). Furthermore, DMRI connectometry in females identified a positive correlation between AMAS score and microstructural connectivity in the genu of CC, right ILF, and bilateral fornices with small-to-moderate effect size (FDR = 0.012) and a negative correlation between AMAS score and microstructural connectivity in the bilateral cingulum with small-to-moderate effect size (FDR = 0.032) Conclusion: Our findings support that structures with functional relation to language processing areas (e.g., AF) or limbic system (cingulum, CC, fornix, and ILF) play a significant role in MA. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Psychometric Properties, Factor Structure, and Gender and Educational Level Invariance of the Abbreviated Math Anxiety Scale (AMAS) in Spanish Children and Adolescents.

The present study aimed to investigate the factor structure and degree of measurement invariance of a Spanish adaptation of the Abbreviated Math Anxiety Scale (AMAS) in primary and secondary school students (N = 1,504 students, 46.08% males, 7-19 years of age). The results of confirmatory factor analysis corroborated the original two-factor structure, although a modified two-factor model with one item loading simultaneously on both factors was better supported. Full measurement invariance was observed across gender, and partial measurement invariance was achieved across educational levels (primary and secondary education). The AMAS showed reasonable internal consistency, test-retest reliability, and convergent validity. These results highlight the utility of the AMAS as a measure of math anxiety in primary and secondary school students whose scores can be compared by gender and educational level.

Does metacognition matter in the relationship between mathematics interest and mathematics anxiety?

The purpose of this research is to find out whether there is an influence of mathematics interest on mathematics anxiety mediated by metacognitive knowledge in 5th-grader. The research data collected from 366 5th-grader in South Jakarta obtained using convenience sampling technique. Data collection carried out using questionnaires consists of Modified Abbreviated Math Anxiety Scale (mAMAS), the interest value subscale of the Subjective Task Value Scale, and Metacognitive Knowledge in Mathematics Questionnaire (MKMQ). From the analysis, mathematics interest has a significant effect on mathematics anxiety, and each dimension of metacognitive knowledge mediates them. However, metacognitive knowledge only mediates the influence of mathematics interest on mathematics anxiety partially. This means mathematics interest can affect mathematics anxiety both directly and through metacognitive knowledge variables.

The Early Elementary School Abbreviated Math Anxiety Scale (the EES-AMAS): A New Adapted Version of the AMAS to Measure Math Anxiety in Young Children.

In the past decade, there has been increasing interest in understanding how and when math anxiety (MA) develops. The incidence and effects of MA in primary school children, and its relations with math achievement, have been investigated. Nevertheless, only a few studies have focused on the first years of primary school, highlighting that initial signs of MA may emerge as early as 6 years of age. Nevertheless, there are some issues with measuring MA in young children. One of these is that, although several scales have been recently developed for this age group, the psychometric properties of most of these instruments have not been adequately tested. There is also no agreement in the number and identity of the factors that underlie MA at this young age. Some scales also consist of several items, which make them impractical to use in multivariate studies, which aim at the simultaneous measurement of several constructs. Finally, most scales have been developed and validated in US populations, and it is unclear if they are appropriate to be used in other countries. In order to address these issues, the current studies aimed at developing a short, new instrument to assess MA in early elementary school students, the Early Elementary School Abbreviated Math Anxiety Scale (the EES-AMAS). This scale is an adapted version of the Abbreviated Math Anxiety Scale (AMAS; Hopko et al., 2003), which is one of the most commonly used scales to measure MA and has been shown to be a valid and reliable measure across a number of countries and age groups. The psychometric properties of the new scale have been investigated by taking into account its dimensionality, reliability, and validity. Moreover, the gender invariance of the scale has been verified by showing the measurement equivalence of the scale when administered to male and female pupils. We have also demonstrated the equivalence of the scale across languages (Italian and English). Overall, the findings confirmed the validity and reliability of the new scale in assessing the early signs of math anxiety and in measuring differences between genders and educational contexts. We have also shown that MA was already related to math performance, and teacher’s ratings of children’s math ability at this young age. Additionally, we have found no gender differences in MA in our samples of 6- and 7-year-old children, an important finding, given the strong evidence for gender differences in MA in older age groups.