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dc.contributor.authorHunt, Thomas E.
dc.contributor.authorClark-Carter, David
dc.contributor.authorSheffield, David
dc.date.accessioned2015-11-02T14:18:56Zen
dc.date.available2015-11-02T14:18:56Zen
dc.date.issued2011en
dc.identifier.citationHunt, T. E. et al (2011) 'The development and part validation of a U.K. scale for mathematics anxiety', Journal of Psychoeducational Assessment, 29 (5), pp. 455-466.en
dc.identifier.issn07342829
dc.identifier.doi10.1177/0734282910392892
dc.identifier.urihttp://hdl.handle.net/10545/581519en
dc.description.abstractThere is a paucity of information surrounding maths anxiety levels in the British undergraduate student population, and, due to terminological issues, existing measures of maths anxiety may not be appropriate measures to use with this population. The current study, therefore, reports on the development and validation of a new maths anxiety scale. Using a large sample of British undergraduates, the 23-item Mathematics Anxiety Scale–UK (MAS-UK) is shown to be a reliable and valid measure of maths anxiety. Exploratory factor analysis indicated the existence of three factors, highlighting maths anxiety as a multidimensional construct. Confirmatory factor analysis revealed a good-fitting model. Normative data on maths anxiety in a British undergraduate student population are provided, along with comparisons between academic undergraduate subject areas and genders. The MAS-UK may represent an easily administrable, reliable, and valid tool for assessing maths anxiety in British and potentially European undergraduate student populations.
dc.language.isoenen
dc.publisherSageen
dc.subjectMaths anxietyen
dc.subjectMaths anxiousen
dc.titleThe development and part validation of a U.K. scale for mathematics anxietyen
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.contributor.departmentStaffordshire Universityen
dc.identifier.journalJournal of Psychoeducational Assessmenten
refterms.dateFOA2019-02-28T13:56:56Z
html.description.abstractThere is a paucity of information surrounding maths anxiety levels in the British undergraduate student population, and, due to terminological issues, existing measures of maths anxiety may not be appropriate measures to use with this population. The current study, therefore, reports on the development and validation of a new maths anxiety scale. Using a large sample of British undergraduates, the 23-item Mathematics Anxiety Scale–UK (MAS-UK) is shown to be a reliable and valid measure of maths anxiety. Exploratory factor analysis indicated the existence of three factors, highlighting maths anxiety as a multidimensional construct. Confirmatory factor analysis revealed a good-fitting model. Normative data on maths anxiety in a British undergraduate student population are provided, along with comparisons between academic undergraduate subject areas and genders. The MAS-UK may represent an easily administrable, reliable, and valid tool for assessing maths anxiety in British and potentially European undergraduate student populations.


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