基于政策文本和一线教师访谈,根据第三学段数学学习的特点,对简式数学焦虑量表进行了修订,并用修订后的小学版简式数学焦虑量表(Elementary Version of the Abbreviated Math Anxiety Scale,AMAS-E)对 1 893名小学五、六年级学生进行了调查.探索性因素分析和验证性因素分析的结果支持了AMAS-E的理论二维结构:数学学习焦虑和接受数学评价焦虑.聚合效度和区分效度检验结果与假设一致,效标关联效度的检验结果符合理论预期.信度分析结果也表明,AMAS-E的测量结果具有一致性和跨时间的稳定性.AMAS-E是测量第三学段学生数学焦虑水平的可靠且有效的工具.
Psychometric Properties of the Elementary Version of the Abbreviated Math Anxiety Scale
Based on policy texts and interviews with front-line teachers,this study revised the Abbreviated Math Anxiety Scale according to the characteristics of students'mathematics learning in the third stage of learning,in which there are 1 893 primary school students in grades 5 and 6 surveyed by the Abbreviated Math Anxiety Scale-Elementary Version.The results of exploratory and confirmatory factor analysis supported the theoretical two-dimensional structure of AMAS-E:the anxieties of learning mathematics and receiving mathematics evaluation.The test results of convergent validity and discriminant validity are consistent with the hypothesis and of criterion-related validity are in line with theoretical expectations.Moreover,the results of reliability analysis also indicated that the measurement results of AMAS-E were congruent and stable over time.Therefore,the AMAS-E is a reliable and valid instrument for measuring the level of mathematics anxiety among students in the third stage of learning.
math anxietythe third-stagereliability and validity
万方数据
维普
