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Year 2015, Volume: 35 Issue: 2, 283 - 301, 08.06.2015

Veysel Akcakın , Ümran Cebesoy , Yusuf İnel

Abstract

The aim of this study was to adapt the Mathematics-Anxiety Scale- Revised (MAS-R) which was developed by Bai et al. (2009) into Turkish language and conduct reliability and validity analyses. The study was conducted with 441 pre-service science teachers from a public university. After cultural adaptation of MARS-R into Turkish, reliability and validity analysis was performed. Explanatory and confirmatory factor analyses yielded consistent results with the original version. The internal consistency reliability was found as .91 for the two-factor scale, while positive and negative factors were found as .84 and .90 respectively. The item total correlation ranged from .46 to .77. Therefore, MARS-R was found to be a valid and reliable instrument for assessing bidimensional mathematical anxiety of university students. Implications about the bidimensional structure of the scale were discussed

Keywords

Mathematics Anxiety Psychometric Property Factor Analysis

References

  • Akın, A., Kurbanoğlu, İ., & Takunyacı, M. (2011). Revised Mathematics Anxiety Rating Scale: A Confirmatory Factor Analysis. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 5(1), 163-180.
  • Ashcraft, M. A. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185.
  • Ashcraft, M. H., & Ridley, K. S. (2005). Math anxiety and its cognitive consequences: A tutorial review. In J. Campbell (Ed.), Handbook of mathematical cognition (pp. 315-327). New York: Psychology Press.
  • 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.
  • Bai, H. (2011). Cross-validating a bidimensional mathematics anxiety scale. Assessment. 1, 178-182.
  • Baloglu, M. (2005). Adaptation of the mathematics anxiety rating scale to Turkish, language validity and preliminar psychometric properties. Kuram ve Uygulamada Eğitim Bilimleri, 5(1), 23-30.
  • Baloğlu, M., ve Balgalmiş, E. (2010). Matematik Kaygısını Derecelendirme Ölçeği İlköğretim Formu’nun Türkçe’ye Uyarlanması, Dil Geçerliği ve Psikometrik İncelemesi. Kuram ve Uygulamada Eğitim Bilimleri, 10(1), 77-110
  • Betz, N. E. (1978). Prevalence, distribution, and correlates of math anxiety in college students. Journal of Counseling Psychology, 25(5), 441-448.
  • Bollen, K. A. (1989). Structural equations with latent variables. Wiley Series in Probability and Mathematical Statistics. New York: Wiley.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. (1st ed.). California: Sage.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve Lisrel uygulamaları. Ankara: Pegem Akademi.
  • Cates, G. L., & Rhymer, K. N. (2003). Examining the relationship between mathematics anxiety and mathematics performance: An instructional hierarchy perspective. Journal of Behavioral Education, 12, 23-34.
  • Çatlioğlu, H., Birgin, O., Coştu, S., & Gürbüz, R. (2009). The level of mathematics anxiety among pre-service elementary school teachers. Procedia-Social and Behavioral Sciences, 1(1), 1578-1581.
  • Dew, K. M. H., Galassi, J. P., & Galassi, M. D. (1983). Mathematics anxiety: Some basic issues. Journal of Counseling Psychology, 30, 443-446.
  • Deniz, L., & Üldaş, İ. (2008). Validity and reliability study of the mathematics anxiety scale involving teachers and prospective teachers. Eurasian Journal of Educational Research, 30, 49-6
  • Fennema, E., & Sherman, J. A. (1976). Fennema- Sherman Mathematics Attitudes Scale: Instruments designed to measure attitudes toward the learning of mathematics by females and males. JSAS Catalog of Selected Documents in Psychology, 6(31), 324-326.
  • Fraenkel, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
  • Hableton, R. K. (1993). Translating the achievement tests for use in cross-national studies. European Journal of Psychological Assessment, 9(1), 57-58.
  • Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21, 33-46.
  • Hoe, S.L. (2008). Issues and procedures in adopting structural equation modeling technique. Journal of Applied Quantitative Methods. 3(1). 76-83.
  • Hooper, D., Coughlan, J., &, Mullen, M. R. (2008). Structural equation modelling: guidelines for determining model fit. Electronic Journal of Business Research Methods 6(1), 53-60.
  • Hopko, D., Mahadevan, R., Bare, R., & Hunt, M. (2003). The abbreviated math anxiety scale (AMAS). Assessment, 1, 178-182.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit ındexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling, 6(1), 1-55.
  • Işıksal, M., Curran, J. M., Koç, Y., & Aksun, C. S. (2009). Mathematics anxiety and mathematical self-concept: Considerations in prepar elementary-school teachers. Social Behavior and Personality. 37(5), 631-644.
  • Jöreskog, K., & Sörbom, D. (1993). Lisrel 8: Structural equation modelling with SIMPLIS command language. Scientific Software International, Inc, Lincolnwood, USA.
  • Karasar, N. (2014). Bilimsel araştırma yöntemleri (27. Baskı). Ankara: Nobel.
  • Kazelskis, R. (1998). Some dimensions of mathematics anxiety: A factor analysis across instruments.Educationaland Psychological Measurement, 58(4), 623-634.
  • 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(2), 137- 146.
  • Kelloway, E. K. (1998). Using lisrel for structural equation modeling: A researcher’s guide, United States of America: Sage Publications.
  • Kline, R. B. (1998). Principal and practice of structural equation modeling. New York: The Guilford Pres.
  • 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.
  • Newstead, K. (1998). Aspects of children’s mathematics anxiety. Educational Studies in Mathematics, 36, 53-71.
  • Özdemir ve Gür (2011). Matematik kaygısı-endişesi ölçeğinin (MKEÖ) geçerlilik ve güvenirlik çalışması. Eğitim ve Bilim. 36(161), 39-50.
  • Pajares, F., & Urdan, T. (1996). An exploratory factor analysis of the mathematics anxiety scale. Measurement and Evaluation in Counseling and Development 29, 35-4.
  • Pajares, F., & Miller, M. D. (1994). The role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
  • Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows (4th ed.). Australia: Allen & Unwin
  • 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.
  • 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, 27,138-149.
  • Sandman, R. (1980). The mathematics attitude inventory: Instrument and user's manual. Journal for Research in Mathematics Education, 11(2), 148-149.
  • Sharma, S. (1996). Applied multivariate techniques, New York: John Wiley.
  • 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.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Pearson/Allyn & Bacon.
  • Tobias, S. (1993). Overcoming math anxiety. New York: Norton & Company.
  • Uusimaki, L., & Nason, R (2004). Causes underlying pre-service teachers’ negative beliefs and anxieties about mathematics. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 4, 369–376
  • Üldaş, İ. (2005). Öğretmen ve öğretmen adaylarına yönelik matematik kaygı ölçeği (MKÖ-Ö)’nin geliştirilmesi ve matematik kaygısına ilişkin bir değerlendirme. (Yüksek Lisans Tezi), Marmara Üniversitesi, İstanbul.
  • Wood, E. F. (1988). Math anxiety and elementary teachers: What does research tell us? For the Learning of Mathematics, 8(1), 8-13.

İki Boyutlu Matematik Kaygısı Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması

Year 2015, Volume: 35 Issue: 2, 283 - 301, 08.06.2015

Veysel Akcakın , Ümran Cebesoy , Yusuf İnel

Abstract

Bu araştırmanın amacı Bai vd.(2009) tarafından üniversite öğrencilerinin matematiğe yönelik kaygılarını ölçmek amacıyla geliştirilen Matematik Kaygısı Ölçeği’nin (MKÖ) Türkçeye uyarlama ve ölçeğin geçerlik ve güvenirlik çalışmasını yapmaktır. Araştırmaya bir devlet üniversitesinin Eğitim Fakültesinde öğrenim görmekte olan 441 öğretmen adayı katılmıştır. Yapılan açıklayıcı ve doğrulayıcı faktör analizlerine göre ölçeğin orijinal formla uyumlu olduğu görülmüştür. Ölçeğin iç tutarlılık katsayısı .91 ve ölçeğin alt faktörlerine ait güvenirlik katsayısı birinci faktör için (negatif faktör) .90 ve ikinci faktör için (pozitif faktör) .84 olarak bulunmuştur. Ölçeğin madde geçerliğine ve homojenliğine ilişkin hesaplanan madde-toplam test korelasyonları .46 ile .77 arasında değişmektedir. Bu bulgulara dayanılarak, MKÖ’nün üniversite düzeyindeki öğrencilerin matematik kaygılarını ölçmede kullanılabilecek geçerli ve güvenilir bir ölçek olduğu sonucuna ulaşılmıştır. Ölçeğin iki boyutlu yapısı ile ilgili öneriler getirilmiştir.

 Anahtar Sözcükler: matematik kaygısı, matematik kaygı ölçeği, psikometrik özellik, faktör analizi

Keywords

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References

  • Akın, A., Kurbanoğlu, İ., & Takunyacı, M. (2011). Revised Mathematics Anxiety Rating Scale: A Confirmatory Factor Analysis. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 5(1), 163-180.
  • Ashcraft, M. A. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185.
  • Ashcraft, M. H., & Ridley, K. S. (2005). Math anxiety and its cognitive consequences: A tutorial review. In J. Campbell (Ed.), Handbook of mathematical cognition (pp. 315-327). New York: Psychology Press.
  • 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.
  • Bai, H. (2011). Cross-validating a bidimensional mathematics anxiety scale. Assessment. 1, 178-182.
  • Baloglu, M. (2005). Adaptation of the mathematics anxiety rating scale to Turkish, language validity and preliminar psychometric properties. Kuram ve Uygulamada Eğitim Bilimleri, 5(1), 23-30.
  • Baloğlu, M., ve Balgalmiş, E. (2010). Matematik Kaygısını Derecelendirme Ölçeği İlköğretim Formu’nun Türkçe’ye Uyarlanması, Dil Geçerliği ve Psikometrik İncelemesi. Kuram ve Uygulamada Eğitim Bilimleri, 10(1), 77-110
  • Betz, N. E. (1978). Prevalence, distribution, and correlates of math anxiety in college students. Journal of Counseling Psychology, 25(5), 441-448.
  • Bollen, K. A. (1989). Structural equations with latent variables. Wiley Series in Probability and Mathematical Statistics. New York: Wiley.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. (1st ed.). California: Sage.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve Lisrel uygulamaları. Ankara: Pegem Akademi.
  • Cates, G. L., & Rhymer, K. N. (2003). Examining the relationship between mathematics anxiety and mathematics performance: An instructional hierarchy perspective. Journal of Behavioral Education, 12, 23-34.
  • Çatlioğlu, H., Birgin, O., Coştu, S., & Gürbüz, R. (2009). The level of mathematics anxiety among pre-service elementary school teachers. Procedia-Social and Behavioral Sciences, 1(1), 1578-1581.
  • Dew, K. M. H., Galassi, J. P., & Galassi, M. D. (1983). Mathematics anxiety: Some basic issues. Journal of Counseling Psychology, 30, 443-446.
  • Deniz, L., & Üldaş, İ. (2008). Validity and reliability study of the mathematics anxiety scale involving teachers and prospective teachers. Eurasian Journal of Educational Research, 30, 49-6
  • Fennema, E., & Sherman, J. A. (1976). Fennema- Sherman Mathematics Attitudes Scale: Instruments designed to measure attitudes toward the learning of mathematics by females and males. JSAS Catalog of Selected Documents in Psychology, 6(31), 324-326.
  • Fraenkel, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
  • Hableton, R. K. (1993). Translating the achievement tests for use in cross-national studies. European Journal of Psychological Assessment, 9(1), 57-58.
  • Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21, 33-46.
  • Hoe, S.L. (2008). Issues and procedures in adopting structural equation modeling technique. Journal of Applied Quantitative Methods. 3(1). 76-83.
  • Hooper, D., Coughlan, J., &, Mullen, M. R. (2008). Structural equation modelling: guidelines for determining model fit. Electronic Journal of Business Research Methods 6(1), 53-60.
  • Hopko, D., Mahadevan, R., Bare, R., & Hunt, M. (2003). The abbreviated math anxiety scale (AMAS). Assessment, 1, 178-182.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit ındexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling, 6(1), 1-55.
  • Işıksal, M., Curran, J. M., Koç, Y., & Aksun, C. S. (2009). Mathematics anxiety and mathematical self-concept: Considerations in prepar elementary-school teachers. Social Behavior and Personality. 37(5), 631-644.
  • Jöreskog, K., & Sörbom, D. (1993). Lisrel 8: Structural equation modelling with SIMPLIS command language. Scientific Software International, Inc, Lincolnwood, USA.
  • Karasar, N. (2014). Bilimsel araştırma yöntemleri (27. Baskı). Ankara: Nobel.
  • Kazelskis, R. (1998). Some dimensions of mathematics anxiety: A factor analysis across instruments.Educationaland Psychological Measurement, 58(4), 623-634.
  • 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(2), 137- 146.
  • Kelloway, E. K. (1998). Using lisrel for structural equation modeling: A researcher’s guide, United States of America: Sage Publications.
  • Kline, R. B. (1998). Principal and practice of structural equation modeling. New York: The Guilford Pres.
  • 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.
  • Newstead, K. (1998). Aspects of children’s mathematics anxiety. Educational Studies in Mathematics, 36, 53-71.
  • Özdemir ve Gür (2011). Matematik kaygısı-endişesi ölçeğinin (MKEÖ) geçerlilik ve güvenirlik çalışması. Eğitim ve Bilim. 36(161), 39-50.
  • Pajares, F., & Urdan, T. (1996). An exploratory factor analysis of the mathematics anxiety scale. Measurement and Evaluation in Counseling and Development 29, 35-4.
  • Pajares, F., & Miller, M. D. (1994). The role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
  • Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows (4th ed.). Australia: Allen & Unwin
  • 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.
  • 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, 27,138-149.
  • Sandman, R. (1980). The mathematics attitude inventory: Instrument and user's manual. Journal for Research in Mathematics Education, 11(2), 148-149.
  • Sharma, S. (1996). Applied multivariate techniques, New York: John Wiley.
  • 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.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Pearson/Allyn & Bacon.
  • Tobias, S. (1993). Overcoming math anxiety. New York: Norton & Company.
  • Uusimaki, L., & Nason, R (2004). Causes underlying pre-service teachers’ negative beliefs and anxieties about mathematics. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 4, 369–376
  • Üldaş, İ. (2005). Öğretmen ve öğretmen adaylarına yönelik matematik kaygı ölçeği (MKÖ-Ö)’nin geliştirilmesi ve matematik kaygısına ilişkin bir değerlendirme. (Yüksek Lisans Tezi), Marmara Üniversitesi, İstanbul.
  • Wood, E. F. (1988). Math anxiety and elementary teachers: What does research tell us? For the Learning of Mathematics, 8(1), 8-13.
There are 48 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Veysel Akcakın

Ümran Cebesoy

Yusuf İnel

Publication Date June 8, 2015
Published in Issue Year 2015 Volume: 35 Issue: 2

Cite

APA Akcakın, V., Cebesoy, Ü., & İnel, Y. (2015). İki Boyutlu Matematik Kaygısı Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 35(2), 283-301.
AMA Akcakın V, Cebesoy Ü, İnel Y. İki Boyutlu Matematik Kaygısı Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması. GUJGEF. September 2015;35(2):283-301.
Chicago Akcakın, Veysel, Ümran Cebesoy, and Yusuf İnel. “İki Boyutlu Matematik Kaygısı Ölçeğinin Türkçe Formunun Geçerlik Ve Güvenirlik Çalışması”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 35, no. 2 (September 2015): 283-301.
EndNote Akcakın V, Cebesoy Ü, İnel Y (September 1, 2015) İki Boyutlu Matematik Kaygısı Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 35 2 283–301.
IEEE V. Akcakın, Ü. Cebesoy, and Y. İnel, “İki Boyutlu Matematik Kaygısı Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması”, GUJGEF, vol. 35, no. 2, pp. 283–301, 2015.
ISNAD Akcakın, Veysel et al. “İki Boyutlu Matematik Kaygısı Ölçeğinin Türkçe Formunun Geçerlik Ve Güvenirlik Çalışması”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 35/2 (September 2015), 283-301.
JAMA Akcakın V, Cebesoy Ü, İnel Y. İki Boyutlu Matematik Kaygısı Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması. GUJGEF. 2015;35:283–301.
MLA Akcakın, Veysel et al. “İki Boyutlu Matematik Kaygısı Ölçeğinin Türkçe Formunun Geçerlik Ve Güvenirlik Çalışması”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, vol. 35, no. 2, 2015, pp. 283-01.
Vancouver Akcakın V, Cebesoy Ü, İnel Y. İki Boyutlu Matematik Kaygısı Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması. GUJGEF. 2015;35(2):283-301.