Assessing math anxiety in elementary schoolchildren through a Spanish version of the Scale for Early Mathematics Anxiety (SEMA).
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SUBMITTER: Sanchez-Perez N
PROVIDER: S-EPMC8341591 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description: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.
| S-EPMC7253683 | biostudies-literature
Project description:Although there is an extensive amount of research that examines the relation between math anxiety and math performance in adolescents and adults, little work has focused on this relation in young children. Recently more attention has been paid to the early development of math anxiety, and new measures have been created for use with this age group. In the present study, we report on the development and validation of a revised version of the Math Anxiety Scale for Young Children (MASYC; Harari et al., 2013). We conducted cognitive interviews with the 12 MASYC items with nine children and then administered the MASYC and five newly-developed items to 296 first-, second- and third-grade children. Results from cognitive interviews show that three of the items from the original scale were being systematically misinterpreted by young children. We present a revised measure (the MASYC-R) consisting of 13 items (eight original, five newly-developed) that shows strong evidence for reliability and validity. Results also showed that a small, but meaningful, proportion of children at this age show signs of high math anxiety. Validity of the MASYC-R was supported through correlations with a number of other factors, including general anxiety, math performance, and math attitudes. In addition, results suggest that a substantial proportion of the variance in math anxiety can be explained from these other variables together. The findings suggest that the MASYC-R is appropriate for use with young children and can help researchers to answer important questions about the nature and development of math anxiety at this age.
| S-EPMC4995220 | biostudies-literature
Project description:Introduction:The Food Disgust Scale (FDS) was recently developed and validated in Swiss adult population. This study aims to: (1) validate the FDS for the first time in a Spanish-speaking Mexican population, (2) correlate food disgust sensitivity with picky eating measures, and (3) explore the association between food disgust sensitivity and body mass index (BMI). Materials and Methods:A Spanish version of the FDS (FDS-Sp) and its short version (FDS-Sp short) were tested with confirmatory factor analysis (CFA) in order to test the original item/factor structure. Bivariate correlations were performed to determine the association between FDS-Sp/FDS-Sp short scores and picky eating. Lastly, hierarchical linear regression analysis was carried out to determine the relationship between food disgust sensitivity and BMI. Results:The factor structure of the FDS was replicated and acceptable internal consistency values were observed for FDS-Sp subscales (? varied between 0.781 and 0.955). Moreover, FDS-Sp subscales and FDS-Sp short were correlated with picky eating. Higher score in VEGI subscale of the FDS-Sp was a significant predictor for higher BMI, explaining 4% of the variance. Conclusion:FDS-Sp is a useful, reliable and robust psychometric instrument to measure the sensitivity to unpleasant food situations in a Mexican adult Spanish-speaking population. A relationship between food disgust sensitivity and picky eating, selective eating behaviors and neophobia in Mexicans was confirmed. BMI is multifactorial and only one subscale of FDS-Sp is a significant predictor for BMI status. These results are helpful to continue exploring food disgust in diverse populations.
| S-EPMC7020908 | biostudies-literature
Project description: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.
| S-EPMC4663255 | biostudies-literature
Project description:In contemporary society, it is essential to have adequate mathematical skills. Being numerate has been linked to positive life outcomes and well-being in adults. It is also acknowledged that math anxiety (MA) hampers mathematical skills increasingly with age. Still, the mechanisms by which MA affect performance remain debated. Using structural equation modeling (SEM), we contrast the different ways in which MA has been suggested to interfere with math abilities. Our models indicate that MA may affect math performance through three pathways: (1) indirectly through working memory ability, giving support for the 'affective drop' hypothesis of MA's role in mathematical performance, (2) indirectly through symbolic number processing, corroborating the notion of domain-specific mechanisms pertaining to number, and (3) a direct effect of MA on math performance. Importantly, the pathways vary in terms of their relative strength depending on what type of mathematical problems are being solved. These findings shed light on the mechanisms by which MA may interfere with mathematical performance.
| S-EPMC6347150 | biostudies-literature
Project description:Background and objectiveThe Coronavirus Anxiety Scale (CAS) is an instrument that measures the severity of anxiety due to COVID-19 or coronaphobia. In the context of the COVID-19 pandemic, older adults are the most vulnerable age group; therefore, the aim of the study was to evaluate the psychometric properties of the CAS in this group.Materials and method274 Peruvian older adults participated (Mage=67.86; SD=6.34, 64.6% women). In addition to the CAS, the 2-item Patient Health Questionnaire (PHQ-2), and 2-item Generalized Anxiety Disorder Scale (GAD-2) were applied. Confirmatory Factor Analysis (CFA) was used to assess the factor structure of the CAS and Item Response Theory was used to analyze item characteristics. A sequence of hierarchical variance models was used to evaluate the measurement invariance of the CAS according to age. To assess reliability, Cronbach's alpha coefficient (α) and the omega coefficient (ω) were used. The correlations between the CAS score and the scores of the PHQ-2 and GAD-2 scales were calculated with Pearson's correlation coefficient (r).ResultsThe results of the CFA indicated that the unidimensional model of the CAS fitted the data adequately and showed very good reliability (α and ω≥.83). Likewise, all items provided high information and adequate discrimination, which allowed for better detection of average and high levels of coronaphobia in the older adult population. However, the CAS did not show evidence of being strictly invariant between older adults aged 60-65 years and 66-86 years. The CAS showed significant correlations with anxiety (r=.72; [95%CI: .66, .87] p<.01) and depression (r=.53; [95%CI: .43, .76] p<.01).ConclusionThe CAS in Spanish shows evidence of validity based on internal structure, convergent and divergent validity, as well as an adequate reliability estimate to assess coronaphobia in older adults. The CAS can be used to detect average and high levels of coronaphobia in the older adult population.
| S-EPMC8765729 | biostudies-literature
Project description:Euthanasia is undoubtedly the protagonist of many of the debates around the end of life both among health staff and in the general population. Considering that nurses provide care for terminally ill patients and support families and patients in their final days, it is essential to know their attitudes towards euthanasia. The aims of the study were to adapt and validate the Attitude Towards Euthanasia scale to a Spanish context, to test the dimensionality and to estimate the reliability of the scale. A cross-sectional study was conducted with a non-probabilistic sample of Spanish health-workers of 201 in a University Hospital in Ciudad Real. A self-reported socio-demographic questionnaire and the Euthanasia Attitude Scale were used for data collection. The psychometric properties of the scale were assessed, including reliability and validity using an exploratory and confirmatory factor analysis. Cronbach's alpha of the Attitude Towards Euthanasia scale was ? = 0.827 and McDonald's Omega = 0.903. The range of items of homogeneity was from 0.205 to 0.685. For the different exploratory factor analyses carried out, the Bartlett's test of sphericity was p < 0.001 and the sample index value of Kaiser-Meyer-Olkin was over 0.802. in all cases. We present the factorial weights for three models: The first one assumes a unidimensional solution, the second model was composed by three factors and the third model was composed by four factors. In the confirmatory factor analysis, the three models presented an acceptable fit index. The Attitude Towards Euthanasia scale adaptation to a sample of Spanish health workers has shown, with some limitations, appropriate psychometric properties. There have been several differences between the original factorial solution. It would be necessary to replicate the study to reinforce the findings about the number of factors of the scale.
| S-EPMC7312573 | biostudies-literature
Project description:BackgroundHispanics comprise the largest ethnic minority group in the United States. Previous work with the Spanish Modified Dental Anxiety Scale (MDAS) yielded good validity, but lower test-retest reliability. We report the performance of the Spanish MDAS in a new sample, as well as the performance of the Spanish Revised Dental Beliefs Survey (R-DBS).MethodsOne hundred sixty two Spanish-speaking adults attending Spanish-language church services or an Hispanic cultural festival completed questionnaires containing the Spanish MDAS, Spanish R-DBS, and dental attendance questions, and underwent a brief oral examination. Church attendees completed the questionnaire a second time, for test-retest purposes.ResultsThe Spanish MDAS and R-DBS were completed by 156 and 136 adults, respectively. The test-retest reliability of the Spanish MDAS was 0.83 (95% CI = 0.60-0.92). The internal reliability of the Spanish R-DBS was 0.96 (95% CI = 0.94-0.97), and the test-retest reliability was 0.86 (95% CI = 0.64-0.94). The two measures were significantly correlated (Spearman's rho = 0.38, p < 0.001). Participants who do not currently go to a dentist had significantly higher MDAS scores (t = 3.40, df = 106, p = 0.003) as well as significantly higher R-DBS scores (t = 2.21, df = 131, p = 0.029). Participants whose most recent dental visit was for pain or a problem, rather than for a check-up, scored significantly higher on both the MDAS (t = 3.00, df = 106, p = 0.003) and the R-DBS (t = 2.85, df = 92, p = 0.005). Those with high dental fear (MDAS score 19 or greater) were significantly more likely to have severe caries (Chi square = 6.644, df = 2, p = 0.036). Higher scores on the R-DBS were significantly related to having more missing teeth (Spearman's rho = 0.23, p = 0.009).ConclusionIn this sample, the test-retest reliability of the Spanish MDAS was higher. The significant relationships between dental attendance and questionnaire scores, as well as the difference in caries severity seen in those with high fear, add to the evidence of this scale's construct validity in Hispanic samples. Our results also provide evidence for the internal and test-retest reliabilities, as well as the construct validity, of the Spanish R-DBS.
| S-EPMC2887771 | biostudies-literature
Project description:People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.
| S-EPMC2836676 | biostudies-other
Project description:Anxiety disorders are some of the most widespread mental health issues worldwide. In educational settings, individuals may suffer from specific forms of test and performance anxiety that are connected to a knowledge domain. Unquestionably, the most prominent of these is math anxiety. Math anxiety is a widespread problem for all ages across the globe. In the international assessments of the Programme for International Student Assessment (PISA) studies, a majority of adolescents report worry and tension in math classes and when doing math. To understand how math anxiety takes effect, it has to be regarded as a variable within an ensemble of interacting variables. There are antecedents that facilitate the development of math anxiety. They concern environmental factors such as teachers' and parents' attitudes toward their students' and children's ability in math, societal stereotypes (eg, on females' math abilities), or personal factors such as traits or gender. These antecedents influence a number of variables that are important in learning processes. Math anxiety interacts with variables such as self-efficacy or motivation in math, which can intensify or counteract math anxiety. Outcomes of math anxiety concern not only performance in math-related situations, they can also have long-term effects that involve efficient (or not-so-efficient) learning as well as course and even vocational choices. How can math anxiety be counteracted? A first step lies in its correct diagnosis. Questionnaires for the assessment of math anxiety exist for all age groups, starting at primary education level. Help against math anxiety can be offered on different levels: by educational institutions, by teachers and a change in instructional approaches, by parents, or by the affected person. However, much more research is needed to develop effective measures against math anxiety that are tailored to an individual's characteristics and needs.
| S-EPMC6087017 | biostudies-other