Adaptation of the modified abbreviated math anxiety scale: its relationship with mathematics self-efficacy and academic buoyancy

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dc.authorid0000-0002-3651-4519en_US
dc.authorid0000-0001-6839-6847en_US
dc.authorid0000-0002-2871-8589en_US
dc.contributor.authorKul, Ümit
dc.contributor.authorAksu, Zeki
dc.contributor.authorSatıcı, Seydi Ahmet
dc.date.accessioned2024-11-26T07:49:13Z
dc.date.available2024-11-26T07:49:13Z
dc.date.issued2024
dc.departmentAÇÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümüen_US
dc.description.abstractMathematics anxiety (MA) is a widely recognized phenomenon that refers to the negative thoughts, fears, and stress experienced by individuals when working with numbers. It has a severe impact on individuals ranging from elementary school students to college students across various countries. Despite several instruments available for measuring MA, the majority of them are in English. At this time, we first adapted the Modified Abbreviated Math Anxiety Scale (m-AMAS) to the Turkish culture to be used with early adolescent students. The m-AMAS was administered to 224 students (mean age:13.35 years, SD = 0.49, 128 girls) and was found to be a valid and reliable tool for measuring MA. The study also explored the link between MA and math self-efficacy (MSE), academic buoyancy (AB). The findings support the validity of the 9-item, two-dimensional structure of the m-AMAS used in this research, as it was found to be comparable to the original scale tested on British students. Intriguingly, the results of the mediation analysis demonstrated that MA significantly predicted MSE, which in turn significantly predicted AB. Notably, the model unveiled a significant indirect effect between MA and AB, with a partial mediating effect of MSE. However, for a comprehensive understanding of this sequence, future research endeavours, encompassing longitudinal and experimental studies, are imperative.
dc.identifier.doi10.1007/s12144-024-05908-7
dc.identifier.endpage21595en_US
dc.identifier.issn1046-1310
dc.identifier.issue25en_US
dc.identifier.scopusqualityQ2
dc.identifier.startpage21586en_US
dc.identifier.urihttp://dx.doi.org/10.1007/s12144-024-05908-7
dc.identifier.urihttps://hdl.handle.net/11494/5018
dc.identifier.volume43en_US
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofCurrent Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAcademic Buoyancyen_US
dc.subjectMath Anxietyen_US
dc.subjectScale Adaptationen_US
dc.subjectSelf-Efficacyen_US
dc.titleAdaptation of the modified abbreviated math anxiety scale: its relationship with mathematics self-efficacy and academic buoyancyen_US
dc.typeArticle

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