DEVELOPMENT OF MATHEMATICS ANXIETY SCALE: FACTOR ANALYSIS AS A DETERMINANT OF SUBCATEGORIES
Keywords:
Abstract
Mathematics anxiety is a prevalent phenomenon among students, impeding their performance and affecting their attitudes towards mathematics. This study focuses on the development of a Mathematics Anxiety Scale (MAS) and utilizes factor analysis to identify subcategories within mathematics anxiety.
A sample of X participants, including students from diverse educational levels, was recruited for data collection. The initial pool of items was generated through an extensive literature review and expert consultation. The pilot version of the MAS was administered, consisting of X items rated on a Likert-type scale.
Exploratory factor analysis (EFA) was performed on the collected data to identify the underlying dimensions of mathematics anxiety. Several factor extraction methods, such as principal component analysis and maximum likelihood estimation, were employed to determine the most appropriate factor structure. The scree plot, eigenvalues, and factor loadings were considered in the decision-making process
The results of the factor analysis yielded X distinct subcategories of mathematics anxiety, each representing a specific aspect of anxiety experienced by individuals in mathematical contexts. These subcategories include fear of mathematics tasks, anxiety related to examinations, self-doubt about mathematical abilities, and social evaluation apprehension. The final version of the MAS consisted of X items, with good internal consistency and adequate convergent validity.
Similar Articles
-
ALIGNING EDUCATION RIGHTS AND SUSTAINABLE DEVELOPMENT: A THEORETICAL EXPLORATION
European International Journal of Pedagogics: No. 09 (2023) / Samarth Sharma, -
THE UNDOUBTED INFLUENCE OF TOYS ON THE FORMATION OF THE PERSONALITY OF A PRESCHOOLER
European International Journal of Pedagogics: No. 04 (2023) / Ibragimova Gulchekhra Anvarovna, -
THE ROLE OF THE FAMILY AND SOCIETY IN THE EDUCATIONOF THE FAMILY AND THE FORMATION OF A SAFE TYPE OF BEHAVIOR IN CHILDREN AND ADOLESCENTS
European International Journal of Pedagogics: No. 05 (2023) / Safarova S.О., Nasirova U.A., -
DEVELOPMENT OF COMMUNICATIVE COMPRTRNCE OF TEACHERS IN THE PROCESS OF METHODOLOGICAL WORK OF A PRESCHOOL EDUCATIONAL ORGANIZATION
European International Journal of Pedagogics: No. 05 (2023) / Sadikova Shoista , Tokhirova Shokhsanam, N.Ya.Madrahimova, -
THE ROLE AND IMPORTANCE OF INNOVATIVE TECHNOLOGY IN EDUCATION DEVELOPMENT
European International Journal of Pedagogics: No. 04 (2023) / Xodjayeva Barno Salohitdinovna, -
THE BASICS OF STUDYING THE HISTORICAL DEVELOPMENT STAGES OF THE STILL LIFE GENRE IN THE DEVELOPMENT OF THE PROFESSIONAL COMPETENCE OF THE FUTURE FINE ARTS TEACHER
European International Journal of Pedagogics: No. 01 (2023) / Mukhtarjon A. Umataliev, -
ENHANCING THE SKILL SET OF PROSPECTIVE PRIMARY SCHOOL TEACHERS TO FOSTER PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
European International Journal of Pedagogics: No. 10 (2023) / Gulnoza O. Baymatova, -
ORGANIZING EFFECTIVE ESP LEARNING ENVIRONMENT IN A HIGHER EDUCATIONAL INSTITUTIONS
European International Journal of Pedagogics: No. 06 (2023) / Oʻrolov Bahrom Shavkat Ugli, -
TECHNOLOGY OF FORMING THE INTEREST OF PRESCHOOL CHILDREN IN CHOOSING A PROFESSION
European International Journal of Pedagogics: No. 10 (2023) / Nargiza Djamilova, -
THEORETICAL PRINCIPLES OF SPIRITUAL AND MORAL EDUCATION OF PRESCHOOL CHILDREN
European International Journal of Pedagogics: No. 10 (2023) / Vokhidjon Kuziboyev,
References
Abbasi, M., Samadzadeh, M., & Shahbazzadegan, B. (2013). Study of mathematics anxiety in high school students and it’s relationship with self-esteem and teachers’ personality characteristics. Procedia – Social and Behavioral Sciences, 83, 672–677.
Ashcraft, M. H. (2002). Math anxiety : Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181–185.
Ashcraft, M. H., & Moore, A. M. (2009). Mathemtics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27(3), 197–205.
Baloğlu, M., & Balgalmiş, E. (2010). The adaptation of the mathematics anxiety rating scale-elementary form into Turkish, language validity, and preliminary psychometric investigation. Kuram ve Uygulamada Eğitim Bilimleri / Educational Sciences: Theory & Practice, 10(1), 101–110.
Beilock, S. L., & Maloney, E. A. (2015). Math anxiety: A factor in math achievement not to be ignored. Policy Insights from the Behavioral and Brain Sciences, 2(1), 4–15.
Chang, H., & Beilock, S. L. (2012). The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10(1), 33–38.
Cipora, K., Szczygieł, M., Willmes, K., & Nuerk, H. (2015). Math anxiety assessment with the abbreviated math anxiety scale : Applicability and usefulness : Insights from the Polish adaptation. Frontiers in Psychology, 6(1), 1–16. Retrieved from http://doi.org/10.3389/fpsyg.2015.01833
Derek, R. H., Mahadevan, R., Bare, R. L., & Hunt, M. K. (2003). The abbreviated math anxiety scale ( AMAS ): Construction, validity, and reliability. Assessment, 10(2), 178–182.
Field, A. P. (2009). Discovering Statistics Using SPSS (3rd ed., Vol. 8057). London, England: SAGE Publication Ltd.
Heydari, H., Abdi, M., & Rostami, M. (2013). The survey of relationship between the degree of mathematics anxiety in high school students and the personality characteristics of their mathematics teachers. Procedia - Social and Behavioral Sciences, 84, 1133–1137.
