Mathematics Examination Anxiety Scale for Middle School Students: A Scale Development Study

Year 2017, , 128 - 159, 30.06.2017

İsmail Şan , Mustafa Akdağ

https://doi.org/10.17522/balikesirnef.356142

Cited By: 1

Abstract

The purpose of this study is to develop a scale to
determine middle school students' math test anxiety. For this purpose, the
trial form prepared was presented to experts to receive feedback on the
validity of the items. In line with the feedback from the experts, the content,
structure and appearance validity of the items have been increased. Substances
below .80 for content validity were not used in the study. 32-item trial form
prepared was  applied to 592 students from
8 different middle school that enrolled in the 7th grade. The Obtained data was
analyzed. As a result of the exploratory factor analysis, a structure with 22
items and 3 factors, namely "Tension", "Affection" and
"Delusion" has been reached. Then, by analyzing the relations between
subscales of the scale, it was determined that the factors are in a positive
and meaningful relationship with each other. By the analysis it was seen that
subscales were the dimensions of a structure named Mathematical Test Anxiety. The
Confirmatory factor analysis results of the model, in which the compliance
goodness index scores were high, showed consistency with the exploratory factor
analysis results. The internal consistency coefficient obtained for the whole
scale was calculated as .848.

Keywords

mathematics, examination anxiety, middle school

Ortaokul Öğrencileri İçin Matematik Sınavı Kaygısı Ölçeği: Bir Ölçek Geliştirme Çalışması

Abstract

Bu çalışmanın amacı, ortaokul öğrencilerinin
matematik test kaygılarının belirlenebilmesi için bir ölçek geliştirmektir. Bu
amaçla doğrultusunda hazırlanan deneme formu, maddelerin geçerliğine ilişkin
dönüt alınmak üzere uzmanlara sunulmuştur. Uzmanlardan gelen dönütler
doğrultusunda maddelerin kapsam, yapı ve görünüş geçerlilerinin artırılması
sağlanmıştır. Kapsam geçerliği için uzmanlardan gelen dönütlerdeki uyuşum
yüzdesi .80’in altında kalan maddeler çalışmada kullanılmamıştır. Oluşturulan 32
maddelik deneme formu, 8 farklı ortaokulun 7.sınıflarında öğrenim görmekte olan
592 öğrenciye uygulanarak, elde edilen veriler analiz edilmiştir. Açımlayıcı
Faktör Analizi (AFA)  sonucunda “Gerginlik”,
“Duyuşsallık” ve “Kuruntu” olmak üzere üç boyutlu ve toplam 22 maddeden oluşan
bir yapıya ulaşılmıştır. Ardından ölçeğin alt bileşenleri ile arasındaki
ilişkiler analiz edilerek ve faktörlerin birbirleriyle olumlu ve anlamlı ilişki
içinde olduğu tespit edilmiştir. Alt boyutların matematik sınavı kaygısı isimli
bir yapının içeriğine uygun olduğu ve bu bileşenlerin bir arada üst yapıyı
tanımlamada kullanılabileceği analizler sonucunda teyit edilmiştir. Uyum
iyiliği indeks skorlarının oldukça yüksek olan modelin, Doğrulayıcı Faktör
Analizi sonuçları da AFA sonuçlarıyla tutarlılık göstermiştir. Ölçeğin bütünü
için elde edilen iç tutarlık katsayısı ise .848 olarak hesaplanmıştır.

Keywords

matematik kaygısı, sınav kaygısı, ortaokul

References

• Aarnos, E., & Perkkilä, P. (2012). Early signs of mathematics anxiety? Procedia-Social and Behavioral Sciences, 46, 1495-1499.
• Alexander, L., & Martray, C. R. (1989). The development of an abbreviated version of the Mathematics Anxiety Rating Scale. Measurement and Evaluation in Counseling and Development, 22, 143- 150.
• Alpay, M. & Anhegger, R. (1975). Çocuk edebiyatı ve çocuk kitapları. İstanbul: Cem Yayınevi.
• Ashcraft, M. H., & Moore, A. M. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27, 197–205.
• Bandalos, D. L., Yates, K. & Thorndike-Christ, T. (1995). Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety. Journal of Educational Psychology, 87, 611-623.
• Betz, N. E. (1978). Prevalence, distribution, and correlates of math anxiety in college students. Journal of Counseling Psychology, 25, 441-448.
• Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı (17.Baskı). Ankara: Pegem Akademi Yayıncılık.
• Carver, C. S., & Scheier, M. F. (1991). A control-process perspective on anxiety. In R. Schwarzer & R. A. Wicklund (Eds.), Anxiety and self focused attention (3-8). London: Harwood.
• Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A. & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97, 268-274.
• Chiu, L. H., & Henry, L. L. (1990). Development and validation of the mathematics anxiety scale for children. Measurement and evaluation in counseling and development, 23, 121-127
• Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve Lisrel uygulamaları. Ankara: Pegem Akademi Yayıncılık.
• Devine, A., Fawcett, K., Szűcs, D. & Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8, 1-9.
• Dew, K. M. H., Galassi, J. P. & Galassi, M. D. (1983). Mathematics anxiety: Some basic issues. Journal of Counseling Psychology, 30, 443–446.
• Dreger, R. M. & Aiken, L.R. (1957). The Identification of number anxiety in a college population. Journal of Educational Psychology, 48, 344-351.
• Dusek, J.B. (1980). The development of test anxiety in children. I. G. Sarason (Ed.), Test anxiety: Theory, research, and applications, pp. 87-110. Lawrence Erlbaum Associates, Hillsdale, NJ.
• Everson, H. T., Millsap, R. E. & Rodriguez, C. M. (1991). Isolating gender differences in test anxiety: A confirmatory factor analysis of the Test Anxiety Inventory. Educational and Psychological Measurement, 51, 243-251.
• Fennema, E. & Sherman, J. A. (1976). Fennema-Sherman Mathematics Attitudes Scales: Instruments des,gned to measure attitudes toward the learning of mathematics by males and females. Journal for Research in MAthematics Education, 7, 324-326.
• Fleege, P.O., Charlesworth, R., Burts, D.C. & Hart, C.H. (1992). Stress begins in kindergarten: A look at behavior during standardized testing. Journal of Research in Childhood Education, 7, 20/26.
• Friedman, I. A. & Bendas-Jacob, O. (1997). Measuring perceived test anxiety in adolescents: A self-report scale. Educational and Psychological Measurement, 57, 1035-1045.
• Gierl, M. J., & Bisanz, J. (1995). Anxieties and attitudes related to mathematics in grades 3 and 6. The Journal of Experimental Education, 63, 139-158.
• Gough, M. F. (1954). Mathemaphobia: Causes and treatments. Clearing House, 28, 290-294.
• Güneş, F. (2000 ). Çocuk kitaplarının okunabilirlik ölçütleri açısından incelenmesi. I. Ulusal Çocuk Kitapları Sempozyumu. A.Ü. Tömer Dil Öğretim Merkezi.
• Hancock, D. R. (2001). Effects of test anxiety and evaluative threat on students’ achievement and motivation. The Journal of Educational Research, 94 (5), 284-290.
• Hopko, D. R., Mahadevan, R., Bare, R. L. & Hunt, M. K. (2003). The abbreviated math anxiety scale (AMAS): Construction, validity, and reliability. Assessment, 10, 178-182.
• Jain, S. & Dowson, M. (2009). Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy. Contemporary Educational Psychology, 34, 240-249.
• Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20, 141-151.
• Kaiser, H.F. (1974) An index of factorial simplicity. Psychometrika, 39, 31-36.
• Krinzinger, H., Kaufmann, L., & Willmes, K. (2009). Math anxiety and math ability in early primary school years. Journal of Psychoeducational Assessment, 27, 206–225. DOI: 10.1177/0734282908330583
• Liebert, R.M. & Morris, L.W. (1967). Cognitive and emotionalcomponents of test anxiety: A distinction and some initialdata. Psychological Reports , 20, 975/978.
• Lowe, P.A., Lee, S.W., Witteborg, K.M., Prichard, K.W., Luhr, M.E., Cullinan, C.M., Mildren, B.A., Raad, J.M., Cornelius, R.A. & Janik, M. (2008). The test anxiety inventory for children and adolescents (TAICA). Journal of Psychoeducational Assessment, 26 (3), 215-230.
• Meydan, C. H. & Şeşen, H. (2011). Yapısal eşitlik modellemesi: AMOS uygulamaları. Ankara: Detay Yayıncılık.
• Nottelman, E. D., & Hill, K. T. (1977). Test anxiety and off-task behavior in evaluative situations.Child Development, 48, 225–231.
• Özgüven, E. (1994). Psikolojik testler. Ankara: PDREM Yayınları
• Plake, B.S., & Parker, C.S. (1982). The development and validation of a revised version of the Mathematics Anxiety Rating Scale. Educational and Psychological Measurement, 42 (2), 551- 557. DOI: 10.1177/001316448204200218
• Ramirez, G., Gunderson, E. A., Levine, S. C. & Beilock, S. L. (2013). Math anxiety, working memory and math achievement in early elementary school. Journal of Cognition and Development, 14 (2), 187-202.
• Richardson, F. C. & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data [Abstract]. Journal of Counseling Psychology, 19, 551-554.
• Sarason, I.G. (1984). Stress, anxiety, and cognitive interference: Reactions to tests. Journal of Personality and Social Psychology, 46, 929-938.
• Sarason, S.B., Davidson, K.S., Lighthall, F.F., Waite, R.R. & Ruebush, B.K. (1960). Anxiety in elementary school children . Wiley, New York.
• Sencer, M. (1989) Toplumbilimlerinde yöntem. İstanbul: Beta Basım Yayım Dağıtım A.Ş.
• Sherman, B.F. & Wither, P. (2003). Mathematics anxiety and mathematics achievement. Mathematics Education Research Journal, 15(2), 138-150.
• Sieber, J. E. (1980). Defining test anxiety: Problems and approaches. Test Anxiety: Theory, Research and Applications. Hillsdale, NJ: Lawrence Erlbaum and Associates, 15-40.
• Spence, J. T., & Spence, K. W. (1966). The motivational components of manifest anxiety: Drive and drive stimuli. C. D. Spielberger (Ed.), Anxiety and behavior (291-326). New York: Academic Press.
• Spielberger, C. D. (1980). Test Anxiety Inventory: Preliminary Professional Manual. Palo Alto, CA: Consulting Psychologists Press.
• Spielberger, C.D., Gonzalez, H.P., Taylor, C.J., Algaze, B. & Anton, W.D. (1978). Examination stress and test anxiety. C. D.Spielberger and I. G. Sarason (Eds.), Stress and anxiety , Vol. 5, pp. 167/191. Hemisphere, Washington, DC.
• Spielberger, C.D. & Vagg, P.R. (1995). Test anxiety: Theory, assessment, and treatment. Taylor & Francis, Washington, DC.
• Sub, A. & Prabha, C. (2003). Academic performance in relation to perfectionism, test procrastination and test anxiety of high school children. Psychological Studies, 48, 7-81.
• Suinn, R. M., & Edwards, R. (1982). The measurement of mathematics anxiety: The mathematics anxiety rating scale for adolescents MARS-A. Journal of Clinical Psychology, 38, 576-580.
• Suinn, R. M., Taylor, S., & Edwards, R. W. (1988). Suinn mathematics anxiety rating scale for elementary school students (MARS-E): Psychometric and normative data. Educational and Psychological Measurement, 48, 979-986
• Taylor, J. A. (1956). Drive theory and manifest anxiety. Psychological Bulletin, 53(4), 303-320.
• Tezbaşaran, A. (2008). Likert tipi ölçek hazırlama kılavuzu (3.sürüm). E-Kitap: 12.10.2013 tarihinde http://www.academia.edu/1288035/Likert_Tipi_Ölçek_Hazırlama_Kılavuzu adresinden alındı.
• Thurstone, L. L. (1947). Multiple-factor analysis. Chicago: The University of Chicago Press.
• Tobias, S. (1979). Anxiety research in educational psychology. Journal of Educational Psychology, 71, 573-582.
• Tsai, C., & Kuo, P. (2008). Cram school students’ conceptions of learning and learning science in Taiwan. International Journal of Science Education, 30 (3), 353-375. Doi: 10.1080/09500690701191425
• Vukovic, R. K., Kieffer, M. J., Bailey, S. P., & Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance. Contemporary Educational Psychology, 38, 1-10.
• Wigfield, A. & Eccles, J.S. (1989). Test anxiety in elementary and secondary school students. Educational Psychologist, 24, 159-183.
• Wine, J. (1971). Test anxiety and direction of attention. Psychological bulletin, 76(2), 92-104.
• Wine, J. (1982). Evaluation anxiety: A cognitive-attentional construct. Krohne, H.W. and Laux, L. (Eds.). Achievement, stress, and anxiety , 207-219. Hemisphere, Washington, DC.
• Wren, D.G. & Benson, J. (2004). Measuring test anxiety in children: Scale development and internal construct validation. Anxiety, Stress, & Coping, 17(3), 227-240.
• Wu, S. S., Barth, M., Amin, H., Malcarne, V. & Menon, V. (2012). Math anxiety in second and third graders and its relation to mathematics achievement. Frontiers in Psychology, 3, 162.
• Zakaria E. & Nordin N.M. (2008). The effect of mathematics anxiety on matriculation students as related to motivation and achievement. Eurasia Journal of Mathematics, Science and Technology Education, 4, 27-30.
• Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum.