Development and Validation of the Brief Math Anxiety Scale (BMAS) in University Students.

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Additional Information
    • Alternate Title:
      Desarrollo y Validación de la Brief Math Anxiety Scale (BMAS) en Estudiantes Universitarios.
    • Subject Terms:
      MATH anxiety; COLLEGE students; ITEM response theory; PSYCHOMETRICS; EDUCATIONAL tests & measurements; ENGINEERING reliability theory; MATHEMATICAL ability; TEST validity; TEST anxiety
    • Abstract:
      Antecedentes: En este estudio se presenta el desarrollo de la Brief Math Anxiety Scale (BMAS), una versión breve de la Shortened Math Anxiety Rating Scale (sMARS) manteniendo su estructura original de tres factores, aplicando la teoría de respuesta al ítem. Método: La sMARS, así como otros cuestionarios para medir su capacidad matemática, la ansiedad rasgo y frente a los exámenes y las actitudes hacia las matemáticas, se administraron a 1.349 estudiantes universitarios. Resultados: Los resultados mostraron que la escala original podía reducirse a nueve ítems (tres para cada subescala). Proporcionamos evidencia de sus buenas propiedades psicométricas: consistencia interna excelente, adecuada fiabilidad test-retest a las 7 semanas y buena validez convergente/discriminante. Conclusiones: En conclusión, la BMAS proporciona interpretaciones válidas y puntuaciones fiables para evaluar la ansiedad matemática en estudiantes universitarios y es especialmente útil en situaciones con disponibilidad de tiempo limitado, donde la forma más larga no es aplicable. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Background: This study developed the Brief Math Anxiety Scale (BMAS), a brief version of the Shortened Math Anxiety Rating Scale (sMARS), maintaining its original three-factor structure, by applying item response theory. Method: The sMARS was administered to 1,349 undergraduates, along with other questionnaires to measure their math ability, trait and test anxieties, and attitudes toward mathematics. Results: Results showed that the original scale could be reduced to nine items (three for each subscale). We provided evidence of good psychometric properties: strong internal consistency, adequate 7-week test-retest reliability, and good convergent/discriminant validity. Conclusions: In conclusion, the BMAS provides valid interpretations and reliable scores for assessing math anxiety in university students, and is especially useful in situations with time constraints where the longer form is impractical. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Psicothema is the property of Colegio Oficial de Psicologos del Principado de Asturias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)