Development Study of Parental Math Anxiety Scale

Yıl 2018, Cilt: 6 Sayı: STEMES’18, 139 - 145, 16.12.2018

Yılmaz Mutlu , Mehmet Hayri Sarı , Zekeriya Çam

https://doi.org/10.18506/anemon.463756

Cited By: 1

Öz

The aim of this study is to develop a math anxiety scale to determine
the math anxiety levels of parents whose children are in primary school. The
study was conducted by descriptive method. The data of the study gathered from
408 people (276 mothers and 132 fathers). 
The three-dimensional structure obtained in the AFA analysis was also
confirmed by the DFA test.The fit index values obtained in this context were
calculated as χ²/df = 2.74, RMSEA = .104, NFI = .92, NNFI = .94, CFI
= .95, IFI = .95, GFI = .82 and AGFI = .76 . When the obtained fit index values
are examined, it can be said that Parental Math Anxiety Scale consisting of a
total of three dimensions and 16 items is a valid measurement tool. When all
the findings from the study are taken into account, it can be said that the
Parental Math Anxiety Scale is a valid and reliable measurement tool for
measuring the math anxiety levels of parents whose children are in primary
school. 

Anahtar Kelimeler

Math Anxiety, Parental Involvement, Parental Math Anxiety Scale, Scale Development

Ebeveyn Matematik Kaygısı Ölçeği Geliştirme Çalışması

Öz

Bu çalışmada ilkokul düzeyinde öğrenim gören öğrencilerin ebeveynlerinin matematik kaygı düzeylerini belirlemeye yönelik ölçek geliştirmek hedeflenmiştir. Çalışma tarama yöntemi ile yürütülmüştür. Araştırmanın verileri çocuğu ilkokula devam eden 276 anne ve 132 baba olmak üzere toplam 408 kişiden toplanmıştır. AFA analizlerinde elde edilen üç boyutlu yapının DFA testi ile de doğrulandığı görülmüştür. Bu bağlamda elde edilen uyum indeksi değerleri ise χ2/Sd= 2.74, RMSEA= .104, NFI= .92, NNFI= .94, CFI= .95, IFI= .95, GFI= .82 ve AGFI= .76 olarak hesaplanmıştır. Elde edilen uyum indeksi değerleri incelendiğinde toplam üç boyut ve 16 maddeden oluşan Ebeveyn Matematik Kaygısı Ölçeği’nin (EMKÖ) çocukları ilkokula devam eden ailelerin matematik kaygısı düzeylerini ölçmede geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

Anahtar Kelimeler

Matematik Kaygısı, Ebeveyn Katılımı, Ebeveyn Matematik Kaygısı Ölçeği, Ölçek Geliştirme

Kaynakça

• Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current directions in psychological science, 11(5), 181-185.
• Bindak, R. (2005). İlköğretim öğrencileri için matematik kaygı ölçeği. Fırat Üniversitesi Fen ve Mühendislik Bilimleri Dergisi, 17(2), 442-448.
• Cai, J., Moyer, J.C., & Wang, N. (1999) Parental roles in students' learning of mathematics: an exploratory study. Research in Middle Level Education Quarterly, 22(3), 1-18. http://dx.doi.org/10.1080/10848959.1999.11670147
• Chang, H., & Beilock, S. L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: a review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10, 33-38.
• Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem Yayıncılık.
• Dahmer, S.L. (2001). What are the relationships between math anxiety and educational level in parents and math achievement in their children?. Doctoral Dissertation. Nashville: Tennessee State University.
• Deniz, L., & Üldaş, İ. (2008). Öğretmen ve öğretmen adaylarına yönelik matematik kaygı ölçeğinin geçerlilik güvenilirlik çalışması. Eğitim Araştırmaları, 30, 49-62.
• Eccles, J. (1983). Expectancies, values, and academic behaviors. In: J. T. Spence (Ed.), Achievement and achievement motives. Psychological and Sociological Approaches. San Francisco, CA: Freeman ve Co.
• Fan, X. (2001). Parental involvement and students' academic achievement: A growth modeling analysis. The Journal of Experimental Education, 70(1), 27–61. http://dx. doi.org/10.1080/00220970109599497.
• Ford, M., Follmer, R., & Litz, K. (1998). School-family partnerships: Parents, children, and teachers benefit. Teaching Children, 4(6), 310-312
• Gunderson, E.A., Ramirez, G., Levine, S.C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender- related math attitudes. Sex Roles, 66(3), 153-166.
• Hacıömeroğlu, G., & Kutluca, T. (2016). Düzenlenmiş fennema-sherman matematik kaygı ölçeği-ilkokul geçerlik ve güvenirlik çalışması. Elektronik Eğitim Bilimleri Dergisi, 5 (10), 95-100.
• Henderson, A.T. ( 1987). The evidence continues to grow: Parent involvement improves student achievement. Columbia, MD: National Committee for Citizens in Education.
• Hoffman, J. (2015). Square root of kids’ math anxiety: Their parents’ help. (Accessed on 20.05.2018), https://well.blogs.nytimes.com/2015/08/24/square-root-of-kids-math-anxiety-their-parents-help/
• Izzo, C.V., Weissberg, R.P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of parental involvement in children’s education and school performance. American Journal of Community Psychology, 27, 817–839.
• Jeynes, W.H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40, 237–269. http://dx.doi.org/10.1177/0042085905274540
• Kellaghan, T., K. Sloane, Alvarez, B., & Bloom, B. (1993). The Home Environment and School Learning. San Francisco: Jossey-Bass.
• Kesici, A. (2018). Matematik kaygısı ebeveynlerden çocuklara aktarılan kültürel bir miras mı? Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(20), 304-313.
• Kung, H., & Lee, C. (2016). Multidimensionality of parental involvement and children's mathematics achievement in Taiwan:Mediating effect of math self-efficacy. Learning and Individual Differences, 47, 266–273. http://dx.doi.org/ 10.1016/j.lindif.2016.02.004.
• Leung, F. K. S. (2002). Behind the high achievement of East Asian students. Educational Research and Evaluation, 8(1), 87–108. http://dx.doi.org/10.1076/edre.8.1.87.6920.
• Maloney, E. A., & Beilock, S. L. (2012). Math anxiety. Who has it, why it develops, and how to guard against it. In Trends in cognitive sciences, 16(8), 404–406. http://dx.doi.org/ 10.1016/j.tics.2012.06.008.
• McLeod, B.D., Wood, J.J., & Weisz, J. R. (2007). Examining the association between parenting and childhood anxiety: A meta-analysis. Clinical Psychology Review, 27, 155–172.
• 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.
• 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. http://dx.doi.org/10.14687/jhs.v14i4.5019.
• Nolting, P.D. (2010). Math study skills workbook: Your guide to reducing test anxiety and ımpoving study strategies. United States of America: Brooks/Cole, Cengage Learning
• Nye, C., Turner, H., & Schwartz, J. (2007). Approaches to parent involvement for improving the academic performance of elementary school age children in grades K-6. London, England: The Collaboration. (accessed on 20.05.2018), http://campbellcollaboration.org/doc-pdf/Nye_PI_Review.pdf
• Onslow, B. (1992). Improving the attitude of students and parents through family involvement in mathematics. Mathematics Education Research Journal, 4(3), 24-31.
• Organization for Economic Co-operation and Development, (2013). PISA 2012 results: Ready to learn: Students’ engagement, drive and self-beliefs (Vol. III). Paris, France. http://dx.doi.org/10.1787/9789264201170-en
• Pan, Y., Gauvain, M., Liu, Z., & Cheng, L. (2006). American and Chinese parental involvement in young children’s mathematics learning. Cognitive Development, 21(1), 17–35.
• Richardson, F.C., & Suinn, R.M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of counseling Psychology, 19(6), 551.
• Sad, S.N., Kis, A., Demir, M., & Özer, N. (2016). Meta-analysis of the relationship between mathematics anxiety and mathematics achievement. Pegem Egitim ve Ogretim Dergisi, 6(3), 371.
• Sarı, M.H. (2014). Sınıf öğretmenlerine yönelik matematik öğretimi kaygı ölçeği geliştirme. İlköğretim Online, 13(4), 1296-1310. http://dx.doi.org/10.17051/io.2014.12588
• Sarı, M.H., & Aksoy, N.C. (2016). Sınıf öğretmenlerinin matematik öğretimi kaygısı ile öğretme stilleri tercihleri arasındaki ilişki. Turkish Studies -International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(3), 1953-1968. http://dx.doi.org/10.7827/TurkishStudies.9322
• Sarı, M.H., & Ekici, G. (2018). İlkokul 4. sınıf öğrencilerinin duyuşsal değişkenler açısından matematik ve aritmetik performanslarının incelenmesi. X. Uluslararası Eğitim Araştırmaları Kongresi, 27-30 Nisan 2018, Nevşehir, Türkiye.
• Schermelleh-Engel, K., & Moosbrugger, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
• Sherard, W.H. (1981). Math anxiety in the classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 55 (3), 106–110.
• Soni, A., & Kumari, S. (2017). The role of parental math anxiety and math attitude in their children’s math achievement. International Journal of Science and Mathematics Education, 15(2), 331–347. https://doi.org/10.1007/s10763-015-9687-5.
• Sonnenschein, S., Galindo, C., Metzger, S. R., Thompson, J. A., Huang, H.C., & Lewis, H. (2012). Parents’ beliefs about children’s math development and children’s participation in math activities. Child Development Research, 2012(1), 1–13. https://doi.org/10.1155/2012/851657
• Stevenson, H.W., & Lee, S. (1990). Contexts of achievement: A study of American, Chinese, and Japanese children.Chicago, University of Chicago Press.
• Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
• Vukovic, R. K., Roberts, S. O., & Wrigt, G. L. (2013). From parental ınvolvement to children’s mathematical performance: the role of mathematics anxiety. in Early Education and Development, 24(4), 446–467. https://doi.org/10.1080/10409289.2012.693430
• Yaratan, H., & Kasapoğlu, L. (2012). Eighth grade students’ attitude, anxiety, and achievement pertaining to mathematics lessons. Procedia-Social and Behavioral Sciences, 46, 162-171.
• Yenilmez, K., Girginer, N., & Uzun, O. (2007). Mathematics anxiety and attitude level of students of the Faculty of Economics and Business Administrator; The Turkey Model. In International Mathematical Forum 2(41), 1997-2021
• Zhong, L.(2011). Chinese immigrant parents involvement in the education of their elementary school children in Windsor, Ontario: Perceptions and practices. (Accessed on 20.05.2018), https://scholar.uwindsor.ca/etd/427
• Wilder, S. (2015). Parental involvement in mathematics: giving parents a voice, Education 3-13, 45(1), 104-121. https://doi.org/10.1080/03004279.2015.1058407