Math Anxiety Scale Research Articles

The Arabic version of the modified-abbreviated math anxiety scale: Psychometric properties, gender differences, and associations with different forms of anxiety and math achievement.

This study examined the psychometric properties (factor structure, measurement invariance, convergent and criterion validity, inter-correlations, and reliabilities) of an Arabic version of the modified-Abbreviated Math Anxiety Scale (m-AMAS) and gender differences in math anxiety in an Arabic speaking Middle Eastern country, Qatar. A large sample of students in grade 7 to 10 (N = 731) completed the m-AMAS, three different scales to measure science anxiety, test anxiety, and general anxiety, as well as a scholastic math achievement test. The two-factor structure of the m-AMAS was confirmed, with good to adequate reliabilities, and its compositional measurement invariance was established across girls and boys in the four grades. In addition, math anxiety correlated positively with science anxiety, test anxiety, and general anxiety. Regression analyses showed that math anxiety was negatively associated with math achievement, even when test anxiety, science anxiety, and general anxiety were considered. Furthermore, girls showed higher math anxiety than boys. These adequate psychometric properties of the Arabic m-AMAS suggest that the construct of math anxiety has a cross-cultural similarity.

Comparing the Effectiveness of Wells' Metacognition Training with Kabat-Zinn's Mindfulness Training on Self-Efficacy of Students with Math Anxiety

Objective: The present study aimed to compare the effectiveness of the Wells' metacognitive training with Kabat-Zinn's mindfulness training on the self-efficacy of math-anxious students. Methods and Materials: This was a quasi-experimental study with two experimental groups and a control group. The statistical population of this research included all female students in the second grade of high schools in the 6th district of Tehran during the academic year of 2021-2022. Among them, 45 students who met the entry criteria were selected through a multistage cluster sampling method and randomly assigned to two experimental groups (one receiving Wells' metacognitive training for 8 sessions of 60 minutes and the other receiving Kabat-Zinn's mindfulness training for 8 sessions of 120 minutes) and a control group who received no intervention during that time. The research instruments included the Plake and Parker's Math Anxiety Scale and Sherer et al.'s General Self-Efficacy Scale. Data analysis was conducted using descriptive statistics (central indices, dispersion, skewness, and kurtosis) and inferential statistics (multivariate analysis of covariance (MANCOVA) with SPSS-23 software. Findings: There is a significant difference between the mean of the control group and the two experimental groups in both variables. However, no significant difference was observed between the two experimental groups. Conclusion: The results indicated that both Wells' metacognitive training and Kabat-Zinn's mindfulness training are effective in improving the self-efficacy of math-anxious students and both interventions are effective. However, the effectiveness of Wells' metacognitive training was similar to Kabat-Zinn's mindfulness training on academic self-efficacy

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.

Students’ Perception on The Causal Factors of Mathematics Anxiety Among Senior Secondary Schools Students in Lagos State

This study examined students’ perception on the causes and effects of mathematics anxiety among Senior Secondary Schools in Alimosho Local Government Area, Lagos State, Nigeria. The two instruments used for data collection were math anxiety scale adopted from Mutodi and Ngirande (2014) and researcher designed questionnaire titled causes and effects of math anxiety. The two instrument has reliability values of 0.78 and 0.76 respectively. Three hundred and twenty (320) students who were identified to have math anxiety using math anxiety scale were involved in the study. Data collected were analysed using frequency count, Simple percentage, Means and Binomial Test. The study revealed that Mathematics anxiety has significant negative effect on students’ performance in Mathematics. Also, the level of involvement of parents, teachers and peers towards students learning of Mathematics has significant relationship with mathematics anxiety among students. It was recommended that school management should ensure that students’ Mathematics anxiety is reduced by sensitizing Mathematics teachers not to be intimidating students with cane and other threats, encouraging teachers and others to help students solve mathematics problems. Also School management should ensure that adequate facilities are provided for the teaching and learning of mathematics.

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.

EVERY STUDENT AN EXPRESSIVE AND REFLECTIVE WRITER: ADDRESSING MATH ANXIETY

This study determined the effectiveness of the fusion of expressive writing of anxiety and reflective writing on content journal-writing activity in reducing Math anxiety among Grade 11 students in a public senior high school in Northern Mindanao, Philippines. A modified Math anxiety scale test was utilized in this quasi-experimental pretest-posttest controlled group research anchoring on the concepts enshrined in Vygotskys Socio-Cultural Theory. Using descriptive statistics and Analysis of Covariance (ANCOVA), the effect of expressive and reflective journal writing intervention was examined. Results revealed that there was a statistically significant difference between the groups anxiety level, proving that the intervention did have a substantial effect on the level of anxiety experienced by the students in their Math class in favor of the control group. The study concluded that the expressive and reflective journal writing does not only help students express negative thoughts, but it makes teachers and students connect their ideas, thereby mitigating emotional apprehensions in a Mathematics class.

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.

Investigation of Experimental Abstraction Processes for Slope Concept According to Students’ Attitude, Anxiety, Motivation and Self Efficacy Perceptions towards Mathematics

The aim of this study is to investigate the experimental abstraction processes of 7th grade students in relation to the variables of attitude, anxiety, self-efficacy and motivation towards mathematics. This is a mixed method correlational study using a sequential explanatory design with two distinct stages. The study group consist of 91 students attending public schools in Ordu city center who were selected by using criterion sampling technique. The data collection tools used in the study are Abstraction Test (AT) which was developed by the researchers and consisting of 8 open ended, gap filling and multiple choice questions, Clinical Interview Processes conducted with the students, Mathematics Attitude Scale developed by Duatepe and Çilesiz (1999), Math Anxiety Scale developed by Erol (1989), Mathematical Self-Efficacy Scale developed by Umay (2001) and Mathematics Motivation Scale developed by Githua and Mwangi (2003)- adapted to Turkish by Ayan (2014). In the analysis of the qualitative data obtained from the study, Action Sequence formed by the researchers and the Clinical Interviews conducted with students were used while Pearson-Correlation analysis techniques were used for the analysis of the quantitative data of the study. As a result of the study, it was seen that students generally do not perform well in the process of knowledge construction and they have misconceptions about the concept of slope. In addition, a significant positive relationship was found between students' knowledge construction processes and attitude-self-efficacy scores towards mathematics, while a significant negative relationship was found between knowledge construction processes and anxiety levels. In the light of the results obtained from the study, some suggestions were made for the literature and teaching environments.

Math Anxiety Mediates the Link Between Number Sense and Math Achievements in High Math Anxiety Young Adults.

In the past few years, many studies have suggested that subjects with high sensory precision in the processing of non-symbolic numerical quantities (approximate number system; ANS) also have higher math abilities. At the same time, there has been interest in another non-cognitive factor affecting mathematical learning: mathematical anxiety (MA). MA is defined as a debilitating emotional reaction to mathematics that interferes with the manipulation of numbers and the solving of mathematical problems. Few studies have been dedicated to uncovering the interplay between ANS and MA and those have provided conflicting evidence. Here we measured ANS precision (numerosity discrimination thresholds) in a cohort of university students with either a high (>75th percentile; n = 49) or low (<25th percentile; n = 39) score on the Abbreviate Math Anxiety Scale (AMAS). We also assessed math proficiency using a standardized test (MPP: Mathematics Prerequisites for Psychometrics), visuo-spatial attention capacity by means of a Multiple Objects Tracking task (MOT) and sensory precision for non-numerical quantities (disk size). Our results confirmed previous studies showing that math abilities and ANS precision correlate in subjects with high math anxiety. Neither precision in size-discrimination nor visuo-spatial attentional capacity were found to correlate with math capacities. Interestingly, within the group with high MA, our data also revealed a relationship between ANS precision and MA, with MA playing a key role in mediating the correlation between ANS and math achievement. Taken together, our results suggest an interplay between extreme levels of MA and the sensory precision in the processing of non-symbolic numerosity.

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.

Adaptation and Psychometric Evaluation of Modified Abbreviated Math Anxiety Scale for Children in Serbia

Previous research of math anxiety (MA) was largely concerned with the population of high school students. Although there are findings on the existence of MA at early primary school age, a very small number of questionnaires or scales, which have been validated in several cultures and can be used in research with children of this age, have been detected in the literature. The aim of this research was the psychometric evaluation and short validation of Modified Abbreviated Math Anxiety Scale (mAMAS) for children in Serbia. The study was conducted on a sample of 301 early elementary school students from Serbia (mean age 8.79 years). The results of the research indicate a 2-factor solution of this scale. Both components, Math Evaluation Anxiety and Math Learning Anxiety, have satisfactory reliability coefficients and negative relations with math grades. Additionally, there were no detected gender differences on these measures. IRT analysis indicates that both components show satisfactory psychometric properties and all of the items show significant contributions to their respective scales. Both scales exhibit similar properties in that they offer precise discrimination of respondents with average and higher MA levels, which is encouraging as the scale could be used as a screening tool for children who experience problems with MA.

Relationship between Math Anxiety and Perception of the Utility of Geometry in Primary Education in Prospective Teachers

Math Anxiety not only plays an important role in the academic performance of students but also has a significant influence on the methodology adopted by teachers. In this study, we examine the relationship between the levels of Math Anxiety of a group of prospective teachers and their opinions about the importance of Geometry in Primary Education. Abbreviated Math Anxiety Scale (AMAS) was applied to 152 students of the Primary Education Degree, along with open-ended questions on their opinions about the role of Geometry in Primary School. An internal consistency check and a factorial analysis were performed on AMAS data to obtain factors Math Learning Anxiety (MLE) and Math Evaluation Anxiety (MEA). The responses from the open-ended questions were categorized and classified into procedural or relational reasons. Results indicate a biased conception about what Geometry teaching should be. Procedural reasons are related to higher levels of Math Anxiety, being the MLE factor more correlated than MEA. Conversely, relational reasons are related to lower levels of such anxiety. Not all the reasons were correlated at the same level, and no differences between genders were observed in the reasons alleged. Results suggest that emotional factors in prospective teachers should be taken into account as they can induce a bias in their future didactic strategies.