Reliability Generalization Meta-Analysis of Mathematics Anxiety Scale for Primary School Students

Abstract

The purpose of this study was to estimate the mean value for the reliability coefficients reported by the studies using the Mathematics Anxiety Scale for Primary School Students (MASPSS) and to examine the sources of the variation of the reliability coefficients reported in each study. A reliability generalization meta-analysis study was conducted by combining the Cronbach's alpha values of 34 studies that met the inclusion criteria. The Cronbach’s alpha values used in the studies were converted to the transformed coefficient values by applying the Bonett transformation, and the analyses were carried out under the random-effects model. The mean Cronbach's alpha value of the MASPSS across 34 studies was found to be .855 (95% CI: .841-.869), and this result was statistically significant (p<.01). According to the results, there was a lack of publication bias in this meta-analysis study. Moderator analyses were conducted to explain the possible sources of heterogeneity across the individual studies. Findings revealed that the Cronbach’s alpha estimates did not show any statistical differences based on publication year, female percentage, publication type and research method variables. It was found that the sample type affected the estimation of Cronbach's alpha coefficient. In addition, suggestions were made for psychometric studies that would use the MASPSS in the future.

Keywords

• mathematics anxiety
• reliability generalization
• meta-analysis

References

1. Akçakın, V., Cebesoy, Ü. B., & İnel, Y. (2015). İki Boyutlu Matematik Kaygısı Ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. GEFAD / GUJGEF 35(2), 283-301. https://dergipark.org.tr/en/download/article-file/77532
2. *Akgül, S., & Nuhoğlu, H. (2020). Üstün yetenekli öğrencilerin matematik kaygısı ve mükemmeliyetçilik düzeylerinin incelenmesi. Yaşadıkça Eğitim, 34(2), 299-312. https://doi.org/10.33308/26674874.2020342204
3. Akın, A., Kurbanoğlu, İ., & 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. https://dergipark.org.tr/en/pub/balikesirnef/issue/3372/46541
4. Alexander, L., & Martray, C. (1989). The development of an abbreviated version of the Mathematics Anxiety Rating Scale. Measurement and Evaluation in Counseling and Development, 22, 143-150. https://doi.org/10.1080/07481756.1989.12022923
5. Alkan, V. (2011). Etkili matematik öğretiminin gerçekleştirilmesindeki engellerden biri: Kaygı ve nedenleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29, 89-107. https://dergipark.org.tr/en/download/article-file/114598
6. Arı, K., Savaş, E., & Konca, Ş. (2010). İlköğretim 7. sınıf öğrencilerinin matematik kaygısının nedenlerinin incelenmesi. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 29, 211-230.
7. *Aydın, M., & Keskin, İ. (2017). 8. sınıf öğrencilerinin matematik kaygı düzeylerinin bazı değişkenler açısından incelenmesi. Kastamonu Eğitim Dergisi, 25(5), 1801-1818. https://dergipark.org.tr/en/download/article-file/349010
8. Bai, H., Wang, L., Pan, W., & Frey, M. (2009). Measuring mathematics anxiety: Psychometric analysis of a bidimensional affective scale. Journal of Instructional Psychology, 36, 185-193. https://web.s.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=5d119e25-be27-45f6-98ea-2de5e749dc5a%40redis

9. *Baklacı, E. (2017). Ortaokul öğrencilerinin matematik dersine yönelik kaygı ve umutsuzluk düzeyleri [The levels of secondary school students' anxiety and despite for the mathematics course] [Unpublished master thesis, Pamukkale University]. http://acikerisim.pau.edu.tr/xmlui/handle/11499/2505
10. Baloğlu, M. (2005). Matematik Kaygısını Derecelendirme Ölçeği’nin Türkçe’ye uyarlanması, dil geçerliği ve ön psikometrik incelemesi. Kuram ve Uygulamada Eğitim Bilimleri, 5(1), 7-30.
11. Baloğlu, M., & Balgamış, E. (2010). Matematik Kaygısını Derecelendirme Ölçeği İlköğretim Formu’nun Türkçe’ye uyarlanması, dil geçerliği ve psikometrik incelemesi. Kuram ve Uygulamada Eğitim Bilimleri, 10(1), 77-110.
12. Begg, C. B., & Mazumdar, M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics, 50 (4), 1088–1101. https://www.jstor.org/stable/2533446
13. *Berber, M. (2021). The effect of teaching rational numbers with a differentiated teaching method on the academic achievement and math anxiety of seventh grade students who have different learning styles [Unpublished master thesis, Bursa Uludağ University]. http://acikerisim.uludag.edu.tr/jspui/bitstream/11452/18998/1/MERVE_BERBER.pdf
14. *Bindak, R. (2005). İlköğretim öğrencileri için matematik kaygı ölçeği. Fırat Üniversitesi Fen ve Mühendislik Bilimleri Dergisi, 17(2), 442-448.
15. *Birgin, O., Baloğlu, M., Çatlıoğlu, H., & Gürbüz, R. (2010). An investigation of mathematics anxiety among sixth through eighth grade students in Turkey. Learning and Individual Differences, 20(6), 654-658. https://doi.org/10.1016/j.lindif.2010.04.006
16. Bonett, D. G. (2002). Sample size requirements for estimating intraclass correlations with desired precision. Statistics in Medicine, 21(9), 1331–1335. https://doi.org/10.1002/sim.1108
17. Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley.
18. *Borlat, G. (2018). Yaratıcı drama yönteminin matematik kaygısı ve motivasyonuna etkisi [The effect of creative drama method on math anxiety and math motivation] (Thesis No. 524662) [Unpublished master thesis, Çanakkale Onsekiz Mart University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
19. Bozkurt, S. (2012). An investigation into the relationship between test anxiety, mathematics anxiety, academic achievement and mathematics achievement of the seventh and eight grade primary school students (Thesis No. 314728) [Unpublished master thesis, İstanbul University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
20. Budak, S. (2000). Psikoloji Sözlüğü. Bilim ve Sanat Yayınları
21. Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309–319.
22. Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Orlando, FL: Holt, Rinehart and Winston
23. *Çağırgan, D., & Soytürk, İ. (2021). The relationship between mathematics anxiety, student engagement in mathematics and responsibilities towards learning among middle school students. Ilkogretim Online, 20(1), 456-467. https://doi.org/10.17051/ilkonline.2021.01.040
24. *Çoruk, H., & Çakır, R. (2017). Çoklu ortam kullanımının ilkokul öğrencilerinin akademik başarılarına ve kaygılarına etkisi. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 8(1), 1-27. https://doi.org/10.16949/turkbilmat.286655
25. *Dede, Y., & Dursun, Ş. (2008). İlköğretim II. kademe öğrencilerinin matematik kaygı düzeylerinin incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 21(2), 295-312. https://dergipark.org.tr/en/download/article-file/153341
26. DeVellis, R. F. (1991). Scale development: Theory and applications. Sage Publications.
27. *Doruk, M., Öztürk, M., & Kaplan, A. (2016). Investigation of the self-efficacy perceptions of middle school students towards mathematics: Anxiety and attitude factors. Adıyaman University Journal of Educational Sciences, 6(2), 283-302. https://doi.org/10.17984/adyuebd.306387
28. *Duran, M., Doruk, M., & Kaplan, A. (2017). An examination of the effectiveness of argumentation-based probability teaching on middle school students’ achievements and anxieties. Eğitimde Kuram ve Uygulama, 13(1), 55-87. https://dergipark.org.tr/tr/download/article-file/275203
29. *Dursun, Ş., & Bindak, R. (2011). İlköğretim II. kademe öğrencilerinin matematik kaygılarının incelenmesi. Cumhuriyet Üniversitesi Edebiyat Fakültesi Sosyal Bilimler Dergisi, 35(1), 18-21. http://cujos.cumhuriyet.edu.tr/tr/download/article-file/49853
30. Egger, M., Davey Smith, G., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. British Medical Journal, 315, 629–634. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2127453/pdf/9310563.pdf
31. *Erdik, C. (2018). The relationship between teacher autonomy support and the attitude and anxiety toward mathematics course. International Education Studies, 11(6), 109-118. https://doi.org/10.5539/ies.v11n6p109
32. *Ergenç, T. S. (2011). The investigation of the relationship between the level of readness at Maths and the level of Maths anxiety of the 7th grade students (Thesis No. 296472) [Unpublished master thesis, Eskişehir Osman Gazi University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
33. 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. Journal for research in Mathematics Education, 7(5), 324-326. https://www.jstor.org/stable/748467
34. *Gevrek, L. (2009). Analysing the level of learning helpnessness of secondary school students according to some variables (Thesis No. 244466) [Unpublished master thesis, Eskişehir Osman Gazi University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
35. Glass, G. V. (1976). Primary, secondary and meta-analysis of research. Educational Researcher, 5, 3–8. https://www.jstor.org/stable/1174772
36. Göçen, A., & Şen, S. (2021). Spiritual leadership and organizational citizenship behavior: A meta-analysis. SAGE Open, 11(3), 1-16. https://doi.org/10.1177/21582440211040777
37. *Gündüz Çetin, İ. (2020). Variables affecting the mathematics hopelessness of secondary school students: Mathematic anxiety, motivational beliefs towards mathematics, mathematics success (Köşk district example) (Thesis No. 637929) [Unpublished master thesis, Aydın Adnan Menderes University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
38. Hancock, G. R., & Mueller, R. O. (2001). Rethinking construct reliability within latent variable systems. In R. Cudeck, S. D. Toit, ve D. Sörbom (Eds.), Structural equation modeling: Present and future (pp. 195-216). Scientific Software International.
39. Higgins, J. P., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta‐analysis. Statistics in Medicine, 21(11), 1539-1558. https://doi.org/10.1002/sim.1186
40. Higgins, J. P., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. Bmj, 327 (7414), 557–560. https://doi.org/10.1136/bmj.327.7414.557
41. Hopko, D. R., Mahadevan, R., Bare, R. L., & Hunt, M. A. (2003). The Abbreviated Math Anxiety Scale (AMAS): Construction, validity, and reliability. Assessment, 10, 178-182. https://doi.org/10.1177/1073191103010002008
42. Hunt, T. E., Clark-Carter, D., & Sheffield, D. (2011). The development and part validation of a U.K. Scale for mathematics anxiety. Journal of Psychoeducational Assessment, 29, 455-466. https://doi.org/10.1177/0734282910392892
43. Ikegulu, T. N. (1998). An empirical development of an instrument to assess mathematics anxiety and apprehension. https://files.eric.ed.gov/fulltext/ED433235.pdf
44. *İlhan, M., & Öner Sünkür, M. (2012). Matematik kaygısı ile olumlu ve olumsuz mükemmeliyetçiliğin matematik başarısını yordama gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 178-188. https://dergipark.org.tr/en/download/article-file/160812
45. *İlhan, M., & Öner Sünkür, M. (2013). Matematik kaygısının matematik başarısını yordama gücünün cinsiyet ve sınıf değişkenleri açısından incelenmesi. Gaziantep University Journal of Social Sciences, 12(3), 427-441. https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=98d217b3-4f15-4163-9bc3-345e90d900ab%40redis
46. Jackson, P.H., & Agunwamba, C.C. (1977). Lower bounds for the reliability of the total score on a test composed of non-homogeneous items: I: Algebraic lower bounds. Psychometrika 42, 567–578 (1977). https://link.springer.com/content/pdf/10.1007/BF02295979.pdf
47. *Kandal, R., & Baş, F. (2021). The prediction status of secondary school students’ metacognitive awareness, self-regulatory learning strategies, anxiety and attitude levels towards mathematics on mathematics achievement. International Journal of Educational Studies in Mathematics, 8(1), 27-43. https://doi.org/10.17278/ijesim.834851
48. *Kesici, A. (2018a). Lise öğrencilerinin matematik motivasyonunun matematik başarısına etkisinin incelenmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 37(2), 177-194. doi: 10.7822/omuefd.438550
49. *Kesici, A. (2018b). Matematik kaygısı ebeveynlerden çocuklara aktarılan kültürel bir miras mı? Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(20), 304-313. https://dergipark.org.tr/en/download/article-file/1716476
50. *Kutluca, T., Alpay, F. N., & Kutluca, S. (2015). 8. sınıf öğrencilerinin matematik kaygı düzeylerine etki eden faktörlerin incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 25(2015), 202-214. https://dergipark.org.tr/en/download/article-file/786706
51. Kuzu, Ç. İ. (2021). Aile ve öğretmen yaklaşımlarının matematik kaygı düzeyine etkisi ile ilgili öğrenci görüşleri. EKEV Akademi Dergisi, 25(85), 113–128. http://www.ekevakademi.org/Makaleler/2132927058_07%20Cigdem%20INCI%20KUZU.pdf
52. *Kuzu, O., & Çalışkan, N. (2018). Öğretmen adaylarının motivasyon ve matematik kaygı düzeylerinin çeşitli değişkenler açısından incelenmesi. C.Arslan, E. Hamarta, S. Çiftçi, M. Uslu, & O. Köksal (Eds.), Eğitim Bilimleri Çalışmaları (ss. 5–11). https://www.researchgate.net/publication/330967670
53. *Küçük, M. (2019). The effects of writing activities on problem solving skills, attitudes and anxiety in mathematics teaching (Thesis No. 551550) [Unpublished master thesis, Pamukkale University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
54. Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C. & Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Psychological Science, 26(9), 1480-1488. https://doi.org/10.1177/0956797615592630
55. Manav, F. (2011). Kaygı kavramı. Toplum Bilimleri Dergisi, 5(9), 201-211.
56. McDonald, R. P. (1970). The theoretical foundations of principal factor analysis, canonical factor analysis, and alpha factor analysis. British Journal of Mathematical and Statistical Psychology, 23, 1–21. https://doi.org/10.1111/j.2044-8317.1970.tb00432.x
57. McNeish, D. (2018). Thanks coefficient alpha, we’ll take it from here. Psychological Methods, 23, 412–433. https://doi.org/10.1037/met0000144
58. Mutlu, Y. & Söylemez, İ. (2018). İlkokul 3. ve 4. sınıf çocukları için matematik kaygı ölçeği; Güvenirlik ve geçerlik çalışması. EKEV Akademi Dergisi, 22(73), 429-440.
59. Mutlu, Y., Sarı, M. H., & Çam, Z. (2018). Ebeveyn Matematik Kaygısı Ölçeği geliştirme çalışması. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 6(STEMES’18), 139-145. http://dx.doi.org/10.18506/anemon.463756
60. Mutlu, Y., Söylemez İ., & Yasul, A. F. (2017). İlkokul öğrencilerinin matematik kaygısı ile matematik başarıları arasındaki ilişkinin incelenmesi. Journal of Human Sciences, 14(4), 4425-4434. https://doi.org/10.14687/jhs.v14i4.5019
61. Newstead, K. (1998). Aspects of children’s mathematics anxiety. Educational Studies in Mathematics, 36(1), 53-71. https://link.springer.com/content/pdf/10.1023/a:1003177809664.pdf
62. Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill.
63. Peker, M. (2006). Matematik Öğretmeye Yönelik Kaygı Ölçeğinin geliştirilmesi. Eğitim Bilimleri ve Uygulama, 5(9), 73-92.
64. Petitti, D. B. (2000). Meta-analysis, decision analysis and cost-effectiveness analysis: methods for quantitative synthesis in medicine. Oxford University Press.
65. 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. https://doi.org/10.1177/001316448204200218
66. R Core Team. (2021). R: A language and environment for statistical computing R Foundation for Statistical Computing https://www.R-project.org/.
67. Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551-554. https://doi.org/10.1037/h0033456
68. Rosenthal, R. (1979). The “file drawer problem” and tolerance for null results. Psychological Bulletin, 86(3), 638–641.
69. Rothstein, H. R., Sutton, A. J., & Borenstein, M. (2005). Publication bias in meta-analysis. H. R., Rothstein (Ed.), A. J., Sutton, (Ed.), & M., Borenstein(Ed.), Publication bias in meta-analysis: Prevention, assessment and adjustments (1-7). John Wiley & Sons Inc.
70. Sánchez-Meca, J., Marín-Martínez, F., López-López, J. A., Núñez-Núñez, R. M., Rubio-Aparicio, M., López-García, J. J., & López-Nicolás, R. (2021). Improving the reporting quality of reliability generalization meta-analyses: The REGEMA checklist. Research Synthesis Methods, 12(4), 516-536. https://doi.org/10.1002/jrsm.1487
71. Sandman, R. S. (1980). The mathematics attitude inventory: Instrument and user’s manual. Journal for Research in Mathematics Education, 11, 148-149. https://doi.org/10.5951/jresematheduc.11.2.0148
72. Sarı, M. H. (2014). Sınıf öğretmenlerine yönelik Matematik Öğretimi Kaygı Ölçeği geliştirme. İlköğretim Online, 13(4), 1296-1310. https://web.s.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=44676963-898a-4f52-9c56-80f4ee45a010%40redis
73. Semma, B., Henri, M., Luo, W., & Thompson, C. G. (2019). Reliability generalization of the meaning in life questionnaire subscales. Journal of Psychoeducational Assessment, 37(7), 837-851. https://doi.org/10.1177/0734282918800739
74. Schmid, C.H., Stijnen,T. & White, I. R. (2021). General themes in meta-analysis. C.H. Schmid (Ed.), T. Stijnen (Ed.), & I. R. White(Ed.), Handbook of meta-analysis (19-26). CRC Press.
75. 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(3), 576-580. https://doi.org/10.1002/1097-4679(198207)38:3<576::AID-JCLP2270380317>3.0.CO;2-V
76. 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(4), 979-986. https://doi.org/10.1177/0013164488484013
77. Şad, A.N., Kış, Demir, M., & Özer, N. (2016). Meta-analysis of the relationship between mathematics anxiety and mathematics achievement. Pegem Eğitim ve Öğretim Dergisi, 6(3), 371-392. https://doi.org/10.14527/pegegog.2016.019
78. Şahin, F.Y. (2008). Mathematics anxiety among 4th and 5th grade turkish elementary school students. International Electronic Journal of Mathematics Education, 3(3), 179-192. https://www.iejme.com/download/mathematics-anxiety-among-4th-and-5th-grade-turkish-elementary-school-students.pdf
79. *Şahin, S. (2018). Investigation of the effect of enhanced education programmes on mathematics anxiety of students. Online submission, 4(11), 255-274. https://doi.org/10.5281/zenodo.1328249
80. Şan, İ., & Akdağ, M. (2017). Ortaokul Öğrencileri İçin Matematik Sınavı Kaygısı Ölçeği: bir ölçek geliştirme çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(1), 128-159. https://doi.org/10.17522/balikesirnef.356142
81. Şen, S. (2021). A reliability generalization meta-analysis of Runco Ideational Behavior Scale. Creativity Research Journal, 34(2), 178-194. https://doi.org/10.1080/10400419.2021.1960719
82. Şen, S., & Yıldırım, İ. (2020). CMA ile meta-analiz uygulamaları. Anı Yayıncılık
83. *Şimşek, H., Şahinkaya, N., & Aytekin, C. (2017). Investigation of the anxieties and attitudes of elementary school students towards mathematics with various variables. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 11(2), 82-108. https://dergipark.org.tr/tr/download/article-file/395970
84. *Tabakçı, S. (2018). An investigation of the mathematics anxiety and learned helplessness levels of primary school 4th grade students in terms of various variables and relation between them (Thesis No. 510986) [Unpublished master thesis, Toros University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
85. Tan, M. N. (2015). The investigation of relationships among the levels of secondary school students'mathematics anxiety, learned helplessness and attitudes toward mathematics (Thesis No. 407580) [Unpublished master thesis, Necmettin Erbakan University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
86. *Taşdemir, C. (2015). Ortaokul öğrencilerinin matematik kaygı düzeylerinin incelenmesi. Batman Üniversitesi Yaşam Bilimleri Dergisi, 5(1), 1-12. https://dergipark.org.tr/tr/download/article-file/313384
87. Thornton, A., & Lee, P. (2000). Publication bias in meta-analysis: Its causes and consequences. Journal of Clinical Epidemiology, 53(2), 207-216. https://doi.org/10.1016/S0895-4356(99)00161-4
88. Tobias, S., & Weissbrod, C. (1980). Anxiety and mathematics: An update. Harvard Educational Review, 50(1), 63-70. https://doi.org/10.17763/haer.50.1.xw483257j6035084
89. *Tok, Ş. (2013). Effects of the know-want-learn strategy on students’ mathematics achievement, anxiety and metacognitive skills. Metacognition Learning, 8(2), 193-212. https://doi.org/10.1007/s11409-013-9101-z
90. Tooke, D.J.L. & Leonard, C. (1998). Effectiveness of a mathematics methods course in reducing mathematics anxiety of preservice elementary teachers. School Science and Mathematics, 98(3) 136-142. https://doi.org/10.1111/j.1949-8594.1998.tb17406.x
91. *Tuncer, M., & Şimşek, M. (2019). Ortaokul 5. sınıf matematik dersi bölme işlemi konusunda plickers uygulamasının matematik kaygısına ve matematik başarısına etkisi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 13(19), 281-310. https://doi.org/10.26466/opus.578149
92. *Tuncer, M., & Yılmaz, Ö. (2016). Ortaokul öğrencilerinin matematik dersine yönelik tutum ve kaygılarına ilişkin görüşlerinin değerlendirilmesi. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 13(2),47-64. https://dergipark.org.tr/en/download/article-file/222175
93. Üldaş, İ. (2005). Development of a mathematics anxiety scale towards teachers and teacher candidates (MAS-T) and an assessment on mathematics anxiety (Thesis No. 188782) [Unpublished master thesis, Marmara University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
94. Üstün, U., & Eryılmaz, A. (2014). Etkili araştırma sentezleri yapabilmek için bir araştırma yöntemi: Meta-analiz. Eğitim ve Bilim, 39(174), 1-32. http://dx.doi.org/10.15390/EB.2014.3379
95. Vacha-Haase, T. (1998). Reliability generalization: Exploring variance in measurement error affecting score reliability across studies. Educational and Psychological Measurement, 58(1), 6-20. https://doi.org/10.1177/0013164498058001002
96. Vacha-Haase, T., Kogan, L. R., & Thompson, B. (2000). Sample compositions and variabilities in published studies versus those in test manuals: Validity of score reliability inductions. Educational and Psychological Measurement, 60(4), 509–522. https://doi.org/10.1177/00131640021970682
97. Viechtbauer, W. (2010). Metafor meta-analysis package for R, Version 1.4-0 [Computer software]. http://CRAN.R-project.org/packag=metafor
98. Wadlington, E., & Wadlington, P.L. (2008). Helping students with mathematical disabilities to succeed. Preventing School Failure, 53(1), 2-7. https://doi.org/10.3200/PSFL.53.1.2-7
99. Wilkinson, L. (1999). The Task Force on Statistical Inference (1999). Statistical methods in psychology journals: Guidelines and explanations. American Psychologist, 54(8), 594-604. https://doi.org/10.1037/0003-066X.54.8.594
100. *Yetgin, O. (2017). Investigation of secondary school students’mathematical anxiety and the attitudes towards learning mathematics (Thesis No. 460478) [Unpublished master thesis, Adıyaman University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
101. Yıldırım, K., & Gürbüz, R. (2017). Öğretmenlere Yönelik Matematik Kaygı Ölçeği (Ö-MKÖ) geliştirme çalışması. Eğitimde Kuram ve Uygulama, 13(3), 392-410. https://doi.org/10.17244/eku.331901
102. Yumuşak, H., & Korkmaz, M. (2021). Liderlik ve okul etkililiği düzeyleri arasındaki ilişki: Bir meta-analiz çalışması. Erciyes Journal of Education, 5(2), 123-149. https://doi.org/10.32433/eje.980997
103. *Yurt, E., & Kurnaz, A. (2015). An investigation of the effects of the mathematics sources of self-efficacy on talented students' mathematics anxiety. Pegem Journal of Education and Instruction, 5(4), 347-360. https://doi.org/10.14527/pegegog.2015.019