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CHILDREN MATH ANXIETY QUESTIONNAIRE: DIMENSIONALITY AND

VALIDITY

Poster · March 2018

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Ilija Milovanović

University of Novi Sad

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1. HOW DO YOU FEEL WHEN TAKING A BIG TEST IN YOUR MATH CLASS?

7. HOW DO YOU FEEL WHEN YOU HAVE TO SOLVE "34 -17"?

6. HOW DO YOU FEEL WHEN FIGURING OUT IF YOU HAVE ENOUGH MONEY TO BUY A CANDY BAR AND A SOFT DRINK?

5. HOW DO YOU FEEL WHEN YOU HAVE TO SOLVE "27 + 15"?

4. HOW DO YOU FEEL WHEN GETTING YOUR MATH BOOK AND SEEING ALL THE NUMBERS IN IT?

3. HOW WOULD YOU FEEL IF YOU WERE GIVEN THIS PROBLEM? YOU SCORED 15 POINTS. YOUR FRIEND SCORED 8 POINTS. HOW MANY MORE POINTS DID YOU SCORE THAN YOUR FRIEND?

2. HOW WOULD YOU FEEL IF YOU WERE GIVEN THIS PROBLEM? THERE ARE 13 DUCKS IN THE WATER. THERE ARE 6 DUCKS IN THE GRASS. HOW MANY DUCKS ARE THERE IN ALL?

8. HOW DO YOU FEEL WHEN YOU GET CALLED ON BY THE TEACHER TO  EXPLAIN A MATH PROBLEM ON THE BOARD?

CHILDREN MATH ANXIETY QUESTIONNAIRE: DIMENSIONALITY AND VALIDITY

Ilija Milovanović, Jasmina Kodžopeljić, & Jasmina Pekić Department of Psychology, Faculty of Philosophy, University of Novi Sad

Math anxiety is defined as a feeling of tension, apprehension, or fear that interferes with math

performance. It is determined that math anxiety is related to poor math performance on math

achievement tests, problems during math learning and avoidance of situations in which person has to

perform mathematical calculations. Some of previous research claims that math anxiety is developing from

the primary school period, or earlier. Also, gender and age differences were detected in favour of girls and older students, but there is some research that give an opposite conclusions. So far, there is no math

anxiety questionnaires that have been established and could be applied to children of early elementary

school age in Serbia.

INTRODUCTION METHOD

The aim of this study was to examine dimensionality and validity of Children Math

Anxiety Questionnaire (CMAQ), as well as to investigate gender and age differences

SAMPLE:   255 elementary school children (50.3%     ; mean age = 7.94 y;

 1st & 2nd grade) INSTRUMENTS: 1. Children Math Anxiety Questionnaire (CMAQ; Ramirez et al., 2013; 3-point pictorial scale) - α = .92

2. unidimensional Checklist of problems in learning mathematics (CHL-M; Kodžopeljić & Milovanović, 2017; 3-point scale assessed by teacher) - 13 items; α = .91

3. Math achievement - overall math grade point averageRESULTS

χ2 = 47.74; df = 20; p < .01; CFI = .95; TLI = .96;

RMSEA = .07

Math anxiety

.71

.78

.75

.63

.82 .76

.80

.83

EFA & CFA = 1 FACTOR

Math anxiety

CHL-M MATH ACHIEVEMENT AGE DIFFERENCES# GENDER DIFFERENCES

.16* -.25** t = -2.87**

n.s.

#in favor of older students

*p<.05; **p<.01

correlations

CONCLUSION

Results of this research indicate that the unidimensional measure of math anxiety shows good psychometric properties and adequate patterns of relations with other constructs in the context of divergent validity. It seems that CMAQ can be applied in Serbian schools by school psychologists in order to detect students, of both sexes, who

developed high math anxiety in early primary school. This detection could be the the first step which leads to overcoming the problem of negative influence of math anxiety on math performance.

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