Psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) in Italian primary school children

Caviola, Sara; Primi, Caterina; Chiesi, Francesca; Mammarella, Irene C.

doi:10.1016/j.lindif.2017.03.006

Cited by 68 publications

(68 citation statements)

References 68 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Importantly, the AMAS structure was shown to be gender-invariant, which was found both for the original English version as well as for other language versions including Farsi (Vahedi & Farrokhi, 2011), Italian (Caviola et al, 2017;Primi et al, 2014) and Polish (Cipora et al, 2015a).…”

Section: Validitymentioning

confidence: 73%

“…Factor analyses indicate sufficient construct validity of the twofactor structure both in adults (e.g., Hopko et al, 2003;Cipora et al, 2015a) and adolescents (Carey, Hill, et al, 2017;Caviola et al, 2017;Cipora et al, 2015b). Similar indices of construct, convergent and discriminant validities were reported in other language versions, including Farsi (e.g., .61 correlation with statistics anxiety measure; Vahedi & Farrokhi, 2011), Italian (e.g., .57 correlation with test anxiety; Primi et al, 2014;.32 correlation with the physiological anxiety subscale; Caviola et al, 2017) and Polish (e.g., .33 correlation with trait anxiety; Cipora et al, 2015aCipora et al, , 2015b. Carey, Hill, et al (2017) in a large scale study by means of item-level factor analyses showed that (slightly modified) AMAS items loaded on a separate factor among other factors representing other types of anxiety (varied aspects of general anxiety and test anxiety).…”

Section: Validitymentioning

confidence: 97%

“…To make our norms comparable to those reported by Caviola et al (2017), in the first step we prepared percentile norms (Table B1).…”

Section: Percentile Normsmentioning

confidence: 99%

“…These estimates were similar in Iranian (Cronbach's alpha ≥ .75; Vahedi & Farrokhi, 2011), Italian (Cronbach's alpha ≥ .80; Primi et al, 2014), Polish (Cronbach's alpha ≥ .78; test-retest reliability ≥ .59; ordinal alpha ≥ .84; Cipora et al, 2015aCipora et al, , 2015b, German (Cronbach's alpha for total score = .92; Dietrich, Huber, Moeller, & Klein, 2015), and Spanish (Cronbach's alpha ≥ .87; Brown & Sifuentes, 2016) language versions. Reliability holds both for adults, high-schoolers (Cronbach's alpha for Italian high-schoolers ≥ .81; Primi et al, 2014 and ≥ .76 for Polish secondary-and high schoolers; Cipora et al, 2015b) and primary schoolers 8-11-year-olds (Cronbach's alpha in Italian sample ≥ .64; Caviola, Primi, Chiesi, & Mammarella, 2017). In a modified form AMAS was shown to be reliable for measuring math anxiety in British 8-13-year-olds (Cronbach's alpha > .74; ordinal alpha > .83; Carey, Hill, et al, 2017).…”

Section: Reliabilitymentioning

confidence: 99%

“…Thus, following up on the initiative by Caviola et al (2017), who published AMAS percentile norms for Italian primary school children, we prepared norms for the Polish AMAS based on data we collected up to date (n = 2057) and we hope this initiative will be taken up by other researchers.…”

Section: Objectives Of the Studymentioning

confidence: 99%

See 4 more Smart Citations

Norms and validation of the online and paper-and-pencil versions of the Abbreviated Math Anxiety Scale (AMAS) for Polish adolescents and adults

et al. 2018

View full text Add to dashboard Cite

The Abbreviated Math Anxiety Scale (AMAS) is one of the most popular instruments measuring math anxiety (MA). It has been validated across several linguistic and cultural contexts. In this study, we investigated the extent of administration method invariance of the AMAS by comparing results (average scores, reliabilities, factorial structure) obtained online with those from paper-and-pencil. We administered the online version of the AMAS to Polish students. Results indicate that psychometric properties of the AMAS do not differ between online and paper-and-pencil administration. Additionally, average scores of the AMAS did not differ considerably between administration forms, contrary to previous results showing that computerized measurement of MA leads to higher scores. Therefore, our results provide evidence for the usefulness of the AMAS as a reliable and valid MA measurement tool for online research and online screening purposes across cultures and also large similarity between administration forms outside an American-English linguistic and cultural context. Finally, we provide percentile and standard norms for the AMAS for adolescents and adults (in the latter case for both online and paper-and-pencil administration) as well as critical differences for the comparison of both subscales in an individual participant for practical diagnostic purposes.Keywords: math anxiety, Abbreviated Math Anxiety Scale, online survey, validation, norms Journal of Numerical Cognition, 2017, Vol. 3(3), 667-693, doi:10.5964/jnc.v3i3.121 Received: 2017-03-02. Accepted: 2017-08-17. Published (VoR): 2018-01-30.*Corresponding author at: Eberhard Karls Universität Tübingen, Arbeitsbereich Diagnostik und Kognitive Neuropsychologie, Fachbereich Psychologie, Schleichstraße 4 72076 Tübingen, Germany. E-mail: krzysztof.cipora@gmail.com This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License, CC BY 4.0 (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Math Underachievement -Its Causes and ConsequencesPoor numeracy may even be more harmful for an individual than poor literacy (Butterworth, Varma, & Laurillard, 2011). Considerable large-scale economic consequences of math underachievement have also been reported (OECD, 2010). Therefore, the cognitive and emotional causes of impaired numeracy are of major interest both theoretically and practically. Regarding emotional aspects, math anxiety (MA) is probably the most prominent and important variable that negatively correlates with math achievement. It has been extensively investigated since the 1960's (see Dowker, Sarkar, & Looi, 2016 for review). A sizeable negative relationship between MA and math performance is evident in previous PISA (Programme for International Student Assessment) studies Journal of Numerical Cognition jnc.psychopen.eu | 2363-8761 across virtually all countries involved in th...

show abstract

Section: Validitymentioning

confidence: 73%

Section: Validitymentioning

confidence: 97%

“…To make our norms comparable to those reported by Caviola et al (2017), in the first step we prepared percentile norms (Table B1).…”

Section: Percentile Normsmentioning

confidence: 99%

Section: Reliabilitymentioning

confidence: 99%

Section: Objectives Of the Studymentioning

confidence: 99%

See 3 more Smart Citations

Norms and validation of the online and paper-and-pencil versions of the Abbreviated Math Anxiety Scale (AMAS) for Polish adolescents and adults

et al. 2018

View full text Add to dashboard Cite

show abstract

The factor structure of mathematics anxiety and its relation to gender and mathematics performance

Namkung

Goodrich

Lee

2023

Psychology in the Schools

View full text Add to dashboard Cite

Mathematics anxiety (MA) refers to negative cognition and negative affect that interfere with mathematics performance. We examined the dimensionality of MA, measurement invariance across males and females, and whether the strength of relations between MA and mathematics performance varies by dimension and gender among 245 sixth‐grade students. Students were assessed on MA, arithmetic fluency, and on‐grade‐level computation skills. The confirmatory factor analysis and measurement invariance tests indicated that two distinct dimensions, cognition and affect, best represent MA across both genders. For the full sample, on‐grade‐level computation skills showed a significant negative relation with the cognitive dimension only, whereas arithmetic fluency was not significantly related to either dimension. We did not find any significant gender differences. Our findings provide support for the cognitive and affective model of MA and negative impact of MA on mathematics performance. Our findings further suggest incorporating the cognitive component in identifying and alleviating MA, and improving mathematics outcomes.

show abstract

Math Anxiety During the Transition from Primary to Secondary School

Orbach

Herzog

Fritz

2019

Inclusive Mathematics Education

View full text Add to dashboard Cite

Psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) in Italian primary school children

Cited by 68 publications

References 68 publications

Norms and validation of the online and paper-and-pencil versions of the Abbreviated Math Anxiety Scale (AMAS) for Polish adolescents and adults

Norms and validation of the online and paper-and-pencil versions of the Abbreviated Math Anxiety Scale (AMAS) for Polish adolescents and adults

The factor structure of mathematics anxiety and its relation to gender and mathematics performance

Math Anxiety During the Transition from Primary to Secondary School

Contact Info

Product

Resources

About