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Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and Usefulness: Insights from the Polish Adaptation.

Cipora K, Szczygieł M, Willmes K, Nuerk HC - Front Psychol (2015)

Bottom Line: The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance.Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures.Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety.

View Article: PubMed Central - PubMed

Affiliation: Department of Philosophy, Institute of Psychology, Jagiellonian University Kraków, Poland ; Copernicus Center for Interdisciplinary Studies Kraków, Poland.

ABSTRACT
Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS.

No MeSH data available.


Related in: MedlinePlus

Path model of the relation between trait anxiety, AMAS score, and math ability. Panel (A) depicts the relation between these two variables and the average math grade. Panel (B) depicts the analogous relation with self-assessed math skill. Both models reached satisfactory fit only when the relation between trait anxiety and the math ability measure was set to zero. All other coefficients were significantly different from zero. Variables labeled with e1, e2 etc…denote the respective error terms.
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Figure 3: Path model of the relation between trait anxiety, AMAS score, and math ability. Panel (A) depicts the relation between these two variables and the average math grade. Panel (B) depicts the analogous relation with self-assessed math skill. Both models reached satisfactory fit only when the relation between trait anxiety and the math ability measure was set to zero. All other coefficients were significantly different from zero. Variables labeled with e1, e2 etc…denote the respective error terms.

Mentions: In order to further explore relations between math anxiety, trait anxiety, and math skills (both grades and self-assessed skills) we performed path analyses. The first path analysis comprised relations between AMAS, trait anxiety and school grades. The path model together with standardized coefficients is presented in Figure 3A. The model reached satisfactory fit (RMSEA = 0.027) only when the path between trait anxiety and grades was set to 0. All depicted coefficients were significantly different from zero.


Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and Usefulness: Insights from the Polish Adaptation.

Cipora K, Szczygieł M, Willmes K, Nuerk HC - Front Psychol (2015)

Path model of the relation between trait anxiety, AMAS score, and math ability. Panel (A) depicts the relation between these two variables and the average math grade. Panel (B) depicts the analogous relation with self-assessed math skill. Both models reached satisfactory fit only when the relation between trait anxiety and the math ability measure was set to zero. All other coefficients were significantly different from zero. Variables labeled with e1, e2 etc…denote the respective error terms.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4663255&req=5

Figure 3: Path model of the relation between trait anxiety, AMAS score, and math ability. Panel (A) depicts the relation between these two variables and the average math grade. Panel (B) depicts the analogous relation with self-assessed math skill. Both models reached satisfactory fit only when the relation between trait anxiety and the math ability measure was set to zero. All other coefficients were significantly different from zero. Variables labeled with e1, e2 etc…denote the respective error terms.
Mentions: In order to further explore relations between math anxiety, trait anxiety, and math skills (both grades and self-assessed skills) we performed path analyses. The first path analysis comprised relations between AMAS, trait anxiety and school grades. The path model together with standardized coefficients is presented in Figure 3A. The model reached satisfactory fit (RMSEA = 0.027) only when the path between trait anxiety and grades was set to 0. All depicted coefficients were significantly different from zero.

Bottom Line: The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance.Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures.Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety.

View Article: PubMed Central - PubMed

Affiliation: Department of Philosophy, Institute of Psychology, Jagiellonian University Kraków, Poland ; Copernicus Center for Interdisciplinary Studies Kraków, Poland.

ABSTRACT
Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS.

No MeSH data available.


Related in: MedlinePlus