数学焦虑量表有效性的另一个心理计量学证明：IRT分析

IF 0.5 Q4 PSYCHOLOGY, MULTIDISCIPLINARY

Primenjena Psihologija Pub Date : 2018-09-25 DOI:10.19090/PP.2018.3.301-323

S. Sadiković, Ilija Milovanović, M. Oljaca

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引用次数: 7

摘要

本研究的目的是对高中生的缩写数学焦虑量表（AMAS）进行心理测量评估。AMAS将数学焦虑作为一个二维结构来操作，其主要组成部分基于上下文模型：数学学习焦虑（MAL）和数学评价焦虑（MAE）。MAL代表在学习数学过程中表现出数学焦虑的倾向，而MAE代表在所有情况下都存在的数学焦虑，这意味着对数学知识的正式评估。样本包括514名高中生（45.3%为男性），年龄在15至19岁之间。验证性因子分析表明，AMAS是一个具有两个方面的一维尺度，双因子解显示出最佳拟合参数。运用项目反应理论对AMAS的心理测量特征进行测试。项目和问卷显示出适当的心理测量特性。AMAS量表具有与数学成就、学习数学的动机、年龄和性别相关的预期模式。

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ANOTHER PSYCHOMETRIC PROOF OF THE ABBREVIATED MATH ANXIETY SCALE USEFULNESS: IRT ANALYSIS

The aim of this research is the psychometric evaluation of the Abbreviation Math Anxiety Scale (AMAS) on a sample of high school students. AMAS operationalizes math anxiety as a two- dimensional construct, basing its main components on the context model: math learning anxiety (MAL) and math evaluation anxiety (MAE). MAL represents the tendency of manifesting mathematical anxiety during the process of learning mathematics, while MAE represents math anxiety present in all situations that imply formal evaluation of math knowledge. The sample consisted of 514 high school students (45.3% male), aged 15 to 19. Confirmatory factor analysis pointed that AMAS is a one–dimensional scale with two facets, with the bifactorial solution showing the best fit parameters. Psychometric attributes of AMAS were tested by using Item Response Theory. Items and the questionnaire showed appropriate psychometric properties. The AMAS scale has expected patterns of relatedness with mathematical achievement, motivation for learning math, age and gender.

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来源期刊

Primenjena Psihologija PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

0.80

自引率

0.00%

发文量

审稿时长

8 weeks

期刊介绍： Applied Psychology publishes original papers, brief communications, and review articles that deal with diverse areas of research in applied psychology including, but not limited to, organizational, social, educational, developmental, mental health, counseling, and sport psychology.