...
首页> 外文期刊>Frontiers in Psychology >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
【24h】

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

机译:早期小学缩写数学焦虑尺度(EES-AMAs):旨在衡量幼儿数学焦虑的AMA的新改编版

获取原文
           

摘要

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.
机译:在过去的十年中,对理解数学焦虑(MA)发展的方式越来越兴趣。研究了MA在小学生中的发病率和影响及其与数学成就的关系。尽管如此,只有几项研究都集中在小学的第一年,突出了马马的初始迹象可能早在6岁时可能出现。尽管如此,在幼儿中有一些问题。其中一个是,尽管最近为该年龄组开发了几种尺度,但大多数这些仪器的心理测量特性尚未得到充分测试。在这个年轻时代的因素的数量和身份中也没有达成协议。一些鳞片还包括几个项目,这使得它们在多元研究中使用不切实际,这旨在同时测量几种构建体。最后,大多数尺度已经在美国人口中开发并验证,并不清楚是否适合在其他国家使用。为了解决这些问题,目前的研究旨在开发一项简短的新仪器,在初中学校的学生中评估MA,早期的小学缩写数学焦虑尺度(EES-AMAs)。这种比例是缩写数学焦虑尺度的适应版本(AMA; Hopko等,2003),这是最常用的测量MA的尺度之一,并且已被证明是跨越许多人的有效和可靠的措施国家和年龄组。通过考虑到其维度,可靠性和有效性,研究了新规模的心理测量特性。此外,通过显示给男性和女性瞳孔时刻度的测量等价验证了规模的性别不变性。我们还展示了语言(意大利语和英语)的等价性。总体而言,调查结果证实了评估数学焦虑早期迹象的新规模的有效性和可靠性以及测量人们之间的差异和教育环境之间的差异。我们还表明,MA已经与数学表现有关,教师在这个年轻时的儿童数学能力的评级。此外,我们在6岁儿童的样本中发现了MA的性别差异,这一重要的发现是较老年群体中MA的性别差异的强大证据。

著录项

相似文献

  • 外文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号