The Abbreviated Science Anxiety Scale: Psychometric properties, gender differences and associations with test anxiety, general anxiety and science achievement

Math anxiety mediates the association between gender and STEM-related attitudes: Evidence from a large-scale study

Math anxiety (MA) is a prevalent academic anxiety that can affect student mental health and academic performance worldwide. Using a very large sample of students in grades 7 to 10 (N = 7172) in Qatar, the present study examined the associations among gender, math anxiety, and attitudes towards Science, Technology, Engineering, and Mathematics (STEM). In addition, the factorial structure of the "Student Attitudes towards STEM Survey" (STEM-S) was examined. The results confirmed the three-factor structure of the STEM-S, with good-to-excellent reliabilities. Females exhibited higher levels of math anxiety and more negative attitudes towards the STEM domains than males across all grade groups. In addition, strong negative correlations were found between math anxiety and STEM-related attitudes. Multiple linear regression analysis revealed negative associations between math anxiety and attitudes towards STEM when gender was partialized out. In stark contrast, there were close to zero associations between gender and STEM-related attitudes when math anxiety was partialized out. Consistently, structure equation modelling reported that math anxiety mediated the associations between gender and STEM-related attitudes. Therefore, providing psychological interventions for high math-anxious female students may improve their representation in STEM-related education and occupations.

The impact of cognitive emotion regulation strategies on math and science anxieties with or without controlling general anxiety

It is well-established that general anxiety associates with the lower use of adaptive emotion regulation and the higher use of maladaptive emotion regulation. However, no study has previously investigated the impact of cognitive emotion regulation on academic anxieties. Using a sample of secondary school students (N = 391), this study examined the impact of cognitive emotion regulation on math and science anxieties. Math anxiety showed stronger correlations with adaptive than maladaptive emotion regulation, whereas general anxiety showed stronger correlations with maladaptive than adaptive emotion regulation. Hierarchical regression analyses showed that math anxiety was associated with the high uses of acceptance, rumination and other-blame and the low uses of positive reappraisal and putting into perspective. However, with controlling science and general anxieties, math anxiety was associated with the high use of rumination and the low use of positive reappraisal. In contrast, science anxiety was associated with the high uses of acceptance and other-blame and the low use of positive reappraisal. Importantly, however, with controlling math and general anxieties, those science anxiety associations did not remain. Accordingly, these results might provide important insights for the specificity, etiology, and intervention of math anxiety.

A large-scale study on the prevalence of math anxiety in Qatar

BACKGROUND

Math anxiety (MA) is a worldwide appearing academic anxiety that can affect student mental health and deter students from math and science-related career choices.

METHOD

Using the Arabic version of the Modified-Abbreviated Math Anxiety Scale (m-AMAS), the prevalence of MA was investigated in a very large sample of students (N = 10093) from grades 7 to 12 in Qatar.

RESULTS

The results showed a better fit to the original two-factor model of the m-AMAS (learning MA and Evaluation MA) than to a single-factor solution. This two-factor model was also confirmed in each grade. Notably, the distribution of MA scores was right-skewed, especially for learning MA. Using the inter-quartiles ranges, norms for MA were provided: A score of ≤16 indicates low MA whereas a score of ≥30 identifies high MA. Previous studies conducted in Western countries defined high math-anxious students as those who score above the 90th percentile corresponding to a score of 30 on the m-AMAS. Using this cut-off criterion, the current study found that one-fifth of students in Qatar were highly math-anxious, with a higher proportion of females than males. We also calculated the percentage of participants selecting each response category for each questionnaire item. Results showed that attending a long math class was the context that elicited the highest levels of learning MA. In contrast, having an unexpected math test was the situation that triggered the highest levels of evaluation MA.

CONCLUSION

The prevalence of MA might vary across different cultures.

The Russian version of the Abbreviated Math Anxiety Scale: psychometric properties in adolescents aged 13-16 years

This study is the first to assess the internal consistency and factor validity of the Abbreviated Math Anxiety Scale (AMAS) in a sample of Russian adolescents as well as gender differences and gender invariance. The study included 4,218 adolescents in grades 7-9 (M = 14.23, SD = 0.92). Internal consistency, measured with Cronbach's alpha, was high. Analysis of the factor structure revealed the best correspondence of the second-order factor model, which included two scales (learning math anxiety and math evaluation anxiety) and the general scale of math anxiety. There were greater gender differences in the all three scales. Analysis of gender invariance demonstrated that the mathematics anxiety construct was uniform in boys and girls. These findings confirm the reliable psychometric properties and validity of the AMAS, enabling its use in adolescents.

The impacts of math anxiety, science anxiety, and gender on arts versus sciences choices in Qatari secondary schools

Previous studies showed small-to-moderate associations between students' performances in math and science and math anxiety and science anxiety, respectively. Accordingly, the high prevalence of these two forms of topic anxiety represent severe obstructions to the worldwide demand calling for improving the quality of math and science achievements and, subsequently, increasing career success in science, technology, engineering, and math (STEM) domains. Therefore, this study examined math anxiety and science anxiety among female and male students who were enrolled in Sciences vs Arts tracks in Grades 11 and 12 in a Middle Eastern Arabic-speaking country (Qatar), and investigated how gender, math anxiety and science anxiety could predict this enrollment. Results showed that students in the Arts track experienced higher levels of math anxiety and science anxiety than those in the Sciences track, regardless of the students' gender. However, a binary logistic regression analysis showed that science learning anxiety, but not evaluation science anxiety nor math learning or evaluation anxieties, significantly predicts students' enrollment in Arts and Sciences tracks. Therefore, STEM career success is associated with good knowledge of STEM domains and positive emotions towards math and science.

The Arabic version of the modified-abbreviated math anxiety scale: Psychometric properties, gender differences, and associations with different forms of anxiety and math achievement

Background

This study examined the psychometric properties (factor structure, measurement invariance, convergent and criterion validity, inter-correlations, and reliabilities) of an Arabic version of the modified-Abbreviated Math Anxiety Scale (m-AMAS) and gender differences in math anxiety in an Arabic speaking Middle Eastern country, Qatar.

Methods

A large sample of students in grade 7 to 10 (N = 731) completed the m-AMAS, three different scales to measure science anxiety, test anxiety, and general anxiety, as well as a scholastic math achievement test.

Results

The two-factor structure of the m-AMAS was confirmed, with good to adequate reliabilities, and its compositional measurement invariance was established across girls and boys in the four grades. In addition, math anxiety correlated positively with science anxiety, test anxiety, and general anxiety. Regression analyses showed that math anxiety was negatively associated with math achievement, even when test anxiety, science anxiety, and general anxiety were considered. Furthermore, girls showed higher math anxiety than boys.

Conclusion

These adequate psychometric properties of the Arabic m-AMAS suggest that the construct of math anxiety has a cross-cultural similarity.

Effects of Multimedia Assisted Song Integrated Teaching on College Students' English Learning Interests and Learning Outcomes

In the process of globalization, the English language not only represents British and American culture, but it has also gradually become a language used all over the world, and it has become essential for many people to learn it as a second language. Education is the century business of a nation. At the same time, to meet the needs of E generation, I generation, and touch-screen generation students, teachers are increasingly undertaking multimedia-integrated curriculum design and instruction. Teachers are no longer knowledge providers, but they are expected to provide students with a personalized learning model and guide and support them in a timely manner. This study included a sample of business students from Guilin University of technology. A total of 216 students participated in a 16-week (3 h per week, a total of 48 h) course of experimental teaching. The research results showed that 1. multimedia assisted, song integrated English teaching affected learning interest, 2. That multimedia assisted, song integrated English teaching affected learning outcomes, and 3. That learning interest had significantly positive effects on learning outcome. Based on these results, this study contributes to improving college students' English listening, speaking, reading, and writing skills via multimedia teaching, which also facilitated their interest and ability to achieve the learning outcomes.