Psychometric Properties of the Revised Child Mathematics Anxiety Questionnaire (CMAQ-R) for Spanish Speaking Children

  1. Bárbara Guzmán
  2. Cristina Rodríguez
  3. Roberto A. Ferreira
  4. Juan A. Hernández-Cabrera
Psicología educativa

ISSN: 1135-755X

Year of publication: 2021

Volume: 27

Issue: 2

Pages: 115-122

Type: Article

DOI: 10.5093/PSED2020A17 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psicología educativa


Mathematics anxiety (MA) has primarily been studied in adults and children over 8 years of age in English-speaking countries. Few studies have examined MA in younger children and in Spanish-speaking contexts due to the lack of suitable instruments. In the present study we examine the psychometric properties of the Child Mathematics Anxiety Questionnaire (CMAQ-R), an instrument widely used in English-speaking primary school children. A total of 810 Chilean second-grade students (50% boys) from different school types (26% public, 11% private, 63% private-subsidised) completed a Spanish version of CMAQ-R. The results showed adequate internal consistency in line with the original instrument. Confirmatory factor analyses showed that scores from the CMAQ-R version best fit a two correlated-factor structure, which was invariant across gender and school type. This study offers evidence regarding the usefulness of the CMAQ-R in contexts culturally different to the original and supports the multidimensionality of MA

Funding information

We gratefully acknowledge Gerardo Ramírez for facilitating access to the English version of the Revised Child Mathematics Anxiety Questionnaire (CMAQ-R). The first author was supported by Doctoral Fellowship No 21182003, ANID, Chile.


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