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Revize Edilmiş Matematik Kaygısı Değerlendirme Ölçeği: Doğrulayıcı Faktör Analizi Çalışması

Year 2011, Volume: 5 Issue: 1, 163 - 180, 01.06.2011

Abstract

Bu araştırmanın amacı, Plake ve Parker (1982) tarafından geliştirilen Revize Edilmiş Matematik Kaygısı Değerlendirme Ölçeği’ni (RMKDÖ) Türkçeye uyarlamak ve ölçeğin geçerlik ve güvenirliğini incelemektir. Araştırmaya, Sakarya Üniversitesi Eğitim Fakültesinde okuyan 372 öğretmen adayı katılmıştır. Öncelikle ölçeğin dilsel eşdeğerliği incelenmiş ve dilsel eşdeğerliğe sahip olduğu görüldükten sonra geçerlik ve güvenirlik analizleri yapılmıştır. Yapılan doğrulayıcı faktör analizinde ölçeğin orijinal formla uyumlu olduğu görülmüştür. Ölçeğin iç tutarlılık katsayısı .93, test-tekrar test güvenirlik katsayıları ise .91 olarak bulunmuştur. Ayrıca ölçeğin düzeltilmiş madde-toplam korelasyonlarının .30 ile .80 arasında sıralandığı bulunmuştur. Bu sonuçlara göre ölçeğin geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

References

  • Akin, A., Kurbanoglu, N. I., & Takunyaci, M. (2009). The validity and reliability study of Turkish version of the Revised Mathematics Anxiety Rating Scale. International Conference of the Stress and Anxiety Research Society (STAR), July 16, Hungary.
  • Aiken, L. R., Jr. (1960). Mathemaphobia and mathemaphilia: an analysis of personal and social factors affecting performance in mathematics. Dissertation Abstracts International, 21, 1992A.
  • Aiken, L. R., Jr. (1970). Attitudes toward mathematics. Review of Educational Research, 40, 551-596.
  • Aiken, L. R., Jr. (1976). Update on attitudes and other affective variables in learning mathematics. Review of Educational Research, 46, 293-311.
  • Ashcraft, M. H., & Kirk, E. P. (2001). The relationship between working memory, math anxiety, and performance. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 157-175.
  • Ashcraft, M., Kirk, E. P., & Hopko, D. (1998). On the cognitive consequences of mathematics anxiety. In C. Donlan (Ed.), The development of mathematical skills. Hove: The Psychological Corporation.
  • Aşkar, P. (1986). Matematik dersine yönelik likert tipi bir tutum ölçeğinin geliştirilmesi. Eğitim ve Bilim, 62, 31-36.
  • Austin, S., & Wadlington, E. (1992). Effects of beliefs about mathematics on math anxiety and math self-concept in elementary teachers. Education, 112(3), 390-396).
  • Betz, N. E. (1978). Prevalence, distribution, and correlates of math anxiety in college students. Journal of Counseling Psychology, 25, 441–448.
  • Bradley, D. R., &Wygant, C. R. (1998). Male and female differences in anxiety about statistics are not reflected in performance. Psychological Reports, 82, 245–246.
  • Brush, L. R. (1978). A validation study of the mathematics anxiety rating scale (MARS). Educational and Psychological Measurement, 38, 485-490.
  • Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and pre-service elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173–179.
  • Büyüköztürk, Ş. (2004). Veri analizi el kitabı. Ankara: Pegem A Yayıncılık.
  • Cemen, P.B. (1987). The nature of mathematics anxiety. (Report No. SE 048 689). Stillwater, OK: Oklahoma State University. (ERIC Document Reproduction Service No. ED 287 729).
  • d’ Ailly, H., & Bergering, A. J. (1992). Mathematics anxiety and mathematics aviodance behavior: A validation study of two MARS factor-derived scales. Educational and Psychological Measurement, 52(2), 368-377.
  • Dew, K. M., H., Galassi, J. P., & Galassi, M. D. (1984). Math anxiety: Relation with situational test anxiety, performance, psysiolotical arousal, and math avoidance behavior. Journal of Counseling Psychology, 31, 580-583.
  • Dossel, S. (1993). Math anxiety. Australian Mathematics Teacher, 49(11), 4–8.
  • Dutton, W., & Dutton, A. (1991). Mathematics children use and understand. Mountain View, CA: Mayfield Publishing Company.
  • Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Catalog of Selected Documents in Psychology, 6, 1–32.
  • Gierl, M. J., & Bisanz, J. (1995). Anxieties and attitudes related to mathematics in Grade 3 and 6. Journal of Experimental Education, 63, 139-158.
  • Gresham, G. (2004). Mathematics anxiety in elementary students. CMC ComMuniCator, 29(2), 28-29.
  • Hadfield, O. D., & McNeil, K. (1994). The relationship between Myers-Briggs personality type and mathematics anxiety among preservice elementary teachers. Journal of Instructional Psychology, 21, 375–384.
  • Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21, 33-46.
  • Ho, H., Senturk, D., Lam, A. G., Zimmer, J. M., Hong, S., Okamoto, Y., Chiu, S., Nakazawa, Y., & Wang, C. (2000). The affective and cognitive dimensions of math anxiety: A cross-national study. Journal for Research in Mathematics Education, 31, 362–379.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Kazelskis, R., Reeves, C., Kersh, M. E., Bailey, G., Cole, K., Larmon, M., Hall, L., & Holliday, D. C. (2000). Mathematics anxiety and test anxiety: Separate constructs? Journal of Experimental Education, 68, 137–146.
  • Kelly, W. & Tomhave, W. (1985). A study of math anxiety/math avoidance in pre-service elementary teachers. Arithmetic Teacher, 32(5), 51-53.
  • Levine, G. (1995). Closing the gender gap: Focus on mathematics anxiety. Contemporary Education, 67, 42–45.
  • McLeod, D. (1988). Affective issues in mathematical problem solving: Some theoretical considerations. Journal for Research in Mathematics Education, 19, 134-141.
  • McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-596). New York: Macmillan.
  • Miller, L. D., & Mitchell, C. E. (1994). Mathematics anxiety and alternative methods of evaluation. Journal of Instructional Psychology, 21, 353–358.
  • Newstead, K. (1995). Comparison of young children’s mathematics anxiety across different teaching approaches. Unpublished Doctoral dissertation, Cambridge University.
  • Newstead, K. (1998). Aspects of children’s mathematics anxiety. Educational Studies in Mathematics, 36, 53–71.
  • Norwood, K. S. (1994). The effect of instructional approach on mathematics anxiety and achievement. School Science & Mathematics, 94(5), 248-254.
  • Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124–139.
  • 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, 551-557.
  • Reys, R. (1995). Helping children learn mathematics. Boston: Allyn & Bacon.
  • Richardson, S. (1980). Effectiveness of Rational-Emotive Therapy or problem solving/relaxation in reducing math anxiety and/or improving attitudes towards math in potentional elementary school teachers. Unpublished Doctoral Dissertation, University of Wyoming.
  • Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19, 551-554.
  • Rounds, J. B., & Hendel, D.D. (1980), Measurement and dimensionality of mathematics anxiety. Journal of counseling Psychology, 27(2), 138-149.
  • Segeler, E. (1986). Effectiveness of transactional analysis training in improving mathematics achivement, reducing math anxiety, and changing associated negative attitudes and attributions for failure (learned helplessness, developmental math). Unpublished Doctoral Dissertation, University of Pittsburg.
  • Singh, K., Granville, M., & Dika., S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. Journal of Educational Research, 95, 323–332.
  • Sloan, T., Daane, C., & Giesen, J. (2002). Mathematics anxiety and learning styles: What is the relationship in elementary pre-service teachers? School and Science Mathematics, 102(2), 84-87.
  • Smith, S. (1997). Early childhood mathematics. Boston: Allyn & Bacon.
  • Tezbaşaran, A. A. (1996). Likert tipi ölçek geliştirme kılavuzu. Ankara: Türk Psikologlar Derneği Yayınları.
  • Thomas, P., & Higbee, J. (1999). Affective and cognitive factors related to mathematics achievement. Journal of Developmental Education, 23(1), 8-16.
  • Tobias, S. (1976). Math anxiety: Why is a small girl like you counting on your fingers? Ms.10, 56-59.
  • Tobias, S. (1998). Anxiety and mathematics. Harvard Education Review. 50, 63-70.
  • Tobias, S. (1990). Math anxiety: An update. NACADA Journal, 10(1), 47–50.
  • Tobias, S., & Weissbrod, C. (1980). Anxiety and mathematics: An update. Harvard Educational Review, 50(1), 63-70.
  • Tryon, G. S. (1980). The measurement and treatment of test anxiety. Review of Educational Research, 50, 343-372.
  • Vinson, B. (2001). A comparison of pre-service teachers mathematics anxiety before and after a methods class emphasizing manipulatives. Early Childhoood Education Journal, 29(2), 89-94.
  • Wigfield, A., & Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psychology, 80, 210-216.
  • Zettle, R. D., & Houghton, L. L. (1998). The relationship between mathematics anxiety and social desirability as a function of gender. College Student Journal, 32(1), 81-86.
  • Zettle, R., & Raines, S. (2002). The relationship of trait and test anxiety with mathematics anxiety. College Student Journal, 34, 246-258.
Year 2011, Volume: 5 Issue: 1, 163 - 180, 01.06.2011

Abstract

References

  • Akin, A., Kurbanoglu, N. I., & Takunyaci, M. (2009). The validity and reliability study of Turkish version of the Revised Mathematics Anxiety Rating Scale. International Conference of the Stress and Anxiety Research Society (STAR), July 16, Hungary.
  • Aiken, L. R., Jr. (1960). Mathemaphobia and mathemaphilia: an analysis of personal and social factors affecting performance in mathematics. Dissertation Abstracts International, 21, 1992A.
  • Aiken, L. R., Jr. (1970). Attitudes toward mathematics. Review of Educational Research, 40, 551-596.
  • Aiken, L. R., Jr. (1976). Update on attitudes and other affective variables in learning mathematics. Review of Educational Research, 46, 293-311.
  • Ashcraft, M. H., & Kirk, E. P. (2001). The relationship between working memory, math anxiety, and performance. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 157-175.
  • Ashcraft, M., Kirk, E. P., & Hopko, D. (1998). On the cognitive consequences of mathematics anxiety. In C. Donlan (Ed.), The development of mathematical skills. Hove: The Psychological Corporation.
  • Aşkar, P. (1986). Matematik dersine yönelik likert tipi bir tutum ölçeğinin geliştirilmesi. Eğitim ve Bilim, 62, 31-36.
  • Austin, S., & Wadlington, E. (1992). Effects of beliefs about mathematics on math anxiety and math self-concept in elementary teachers. Education, 112(3), 390-396).
  • Betz, N. E. (1978). Prevalence, distribution, and correlates of math anxiety in college students. Journal of Counseling Psychology, 25, 441–448.
  • Bradley, D. R., &Wygant, C. R. (1998). Male and female differences in anxiety about statistics are not reflected in performance. Psychological Reports, 82, 245–246.
  • Brush, L. R. (1978). A validation study of the mathematics anxiety rating scale (MARS). Educational and Psychological Measurement, 38, 485-490.
  • Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and pre-service elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173–179.
  • Büyüköztürk, Ş. (2004). Veri analizi el kitabı. Ankara: Pegem A Yayıncılık.
  • Cemen, P.B. (1987). The nature of mathematics anxiety. (Report No. SE 048 689). Stillwater, OK: Oklahoma State University. (ERIC Document Reproduction Service No. ED 287 729).
  • d’ Ailly, H., & Bergering, A. J. (1992). Mathematics anxiety and mathematics aviodance behavior: A validation study of two MARS factor-derived scales. Educational and Psychological Measurement, 52(2), 368-377.
  • Dew, K. M., H., Galassi, J. P., & Galassi, M. D. (1984). Math anxiety: Relation with situational test anxiety, performance, psysiolotical arousal, and math avoidance behavior. Journal of Counseling Psychology, 31, 580-583.
  • Dossel, S. (1993). Math anxiety. Australian Mathematics Teacher, 49(11), 4–8.
  • Dutton, W., & Dutton, A. (1991). Mathematics children use and understand. Mountain View, CA: Mayfield Publishing Company.
  • Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Catalog of Selected Documents in Psychology, 6, 1–32.
  • Gierl, M. J., & Bisanz, J. (1995). Anxieties and attitudes related to mathematics in Grade 3 and 6. Journal of Experimental Education, 63, 139-158.
  • Gresham, G. (2004). Mathematics anxiety in elementary students. CMC ComMuniCator, 29(2), 28-29.
  • Hadfield, O. D., & McNeil, K. (1994). The relationship between Myers-Briggs personality type and mathematics anxiety among preservice elementary teachers. Journal of Instructional Psychology, 21, 375–384.
  • Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21, 33-46.
  • Ho, H., Senturk, D., Lam, A. G., Zimmer, J. M., Hong, S., Okamoto, Y., Chiu, S., Nakazawa, Y., & Wang, C. (2000). The affective and cognitive dimensions of math anxiety: A cross-national study. Journal for Research in Mathematics Education, 31, 362–379.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Kazelskis, R., Reeves, C., Kersh, M. E., Bailey, G., Cole, K., Larmon, M., Hall, L., & Holliday, D. C. (2000). Mathematics anxiety and test anxiety: Separate constructs? Journal of Experimental Education, 68, 137–146.
  • Kelly, W. & Tomhave, W. (1985). A study of math anxiety/math avoidance in pre-service elementary teachers. Arithmetic Teacher, 32(5), 51-53.
  • Levine, G. (1995). Closing the gender gap: Focus on mathematics anxiety. Contemporary Education, 67, 42–45.
  • McLeod, D. (1988). Affective issues in mathematical problem solving: Some theoretical considerations. Journal for Research in Mathematics Education, 19, 134-141.
  • McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-596). New York: Macmillan.
  • Miller, L. D., & Mitchell, C. E. (1994). Mathematics anxiety and alternative methods of evaluation. Journal of Instructional Psychology, 21, 353–358.
  • Newstead, K. (1995). Comparison of young children’s mathematics anxiety across different teaching approaches. Unpublished Doctoral dissertation, Cambridge University.
  • Newstead, K. (1998). Aspects of children’s mathematics anxiety. Educational Studies in Mathematics, 36, 53–71.
  • Norwood, K. S. (1994). The effect of instructional approach on mathematics anxiety and achievement. School Science & Mathematics, 94(5), 248-254.
  • Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124–139.
  • 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, 551-557.
  • Reys, R. (1995). Helping children learn mathematics. Boston: Allyn & Bacon.
  • Richardson, S. (1980). Effectiveness of Rational-Emotive Therapy or problem solving/relaxation in reducing math anxiety and/or improving attitudes towards math in potentional elementary school teachers. Unpublished Doctoral Dissertation, University of Wyoming.
  • Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19, 551-554.
  • Rounds, J. B., & Hendel, D.D. (1980), Measurement and dimensionality of mathematics anxiety. Journal of counseling Psychology, 27(2), 138-149.
  • Segeler, E. (1986). Effectiveness of transactional analysis training in improving mathematics achivement, reducing math anxiety, and changing associated negative attitudes and attributions for failure (learned helplessness, developmental math). Unpublished Doctoral Dissertation, University of Pittsburg.
  • Singh, K., Granville, M., & Dika., S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. Journal of Educational Research, 95, 323–332.
  • Sloan, T., Daane, C., & Giesen, J. (2002). Mathematics anxiety and learning styles: What is the relationship in elementary pre-service teachers? School and Science Mathematics, 102(2), 84-87.
  • Smith, S. (1997). Early childhood mathematics. Boston: Allyn & Bacon.
  • Tezbaşaran, A. A. (1996). Likert tipi ölçek geliştirme kılavuzu. Ankara: Türk Psikologlar Derneği Yayınları.
  • Thomas, P., & Higbee, J. (1999). Affective and cognitive factors related to mathematics achievement. Journal of Developmental Education, 23(1), 8-16.
  • Tobias, S. (1976). Math anxiety: Why is a small girl like you counting on your fingers? Ms.10, 56-59.
  • Tobias, S. (1998). Anxiety and mathematics. Harvard Education Review. 50, 63-70.
  • Tobias, S. (1990). Math anxiety: An update. NACADA Journal, 10(1), 47–50.
  • Tobias, S., & Weissbrod, C. (1980). Anxiety and mathematics: An update. Harvard Educational Review, 50(1), 63-70.
  • Tryon, G. S. (1980). The measurement and treatment of test anxiety. Review of Educational Research, 50, 343-372.
  • Vinson, B. (2001). A comparison of pre-service teachers mathematics anxiety before and after a methods class emphasizing manipulatives. Early Childhoood Education Journal, 29(2), 89-94.
  • Wigfield, A., & Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psychology, 80, 210-216.
  • Zettle, R. D., & Houghton, L. L. (1998). The relationship between mathematics anxiety and social desirability as a function of gender. College Student Journal, 32(1), 81-86.
  • Zettle, R., & Raines, S. (2002). The relationship of trait and test anxiety with mathematics anxiety. College Student Journal, 34, 246-258.
There are 55 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Mithat Takunyacı This is me

Ahmet Akın This is me

N.izzet Kurbanoğlu This is me

Mithat Takunyacı This is me

Publication Date June 1, 2011
Submission Date January 2, 2015
Published in Issue Year 2011 Volume: 5 Issue: 1

Cite

APA Takunyacı, M., Akın, A., Kurbanoğlu, N., Takunyacı, M. (2011). Revize Edilmiş Matematik Kaygısı Değerlendirme Ölçeği: Doğrulayıcı Faktör Analizi Çalışması. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 5(1), 163-180.