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
Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2021

Volumen: 27

Número: 2

Páginas: 115-122

Tipo: Artículo

DOI: 10.5093/PSED2020A17 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología educativa

Objetivos de desarrollo sostenible

Resumen

La ansiedad matemática (AM) se ha medido principalmente en adultos y niños mayores de 8 años en países anglófonos. Debido a la dificultad de encontrar instrumentos apropiados, pocos estudios han examinado la AM en niños menores y en contextos hispanoparlantes. En el presente estudio, examinamos las propiedades psicométricas del Cuestionario de Ansiedad Matemática (CMAQ-R), un instrumento ampliamente utilizado en la evaluación de AM en niños de escuela primaria de habla inglesa. Un total de 810 estudiantes chilenos de segundo grado (50% niños) de diferentes tipos de escuela (26% pública, 11% privada, 63% subsidiada) completaron una versión en español de CMAQ-R. Los resultados mostraron una adecuada consistencia interna, al igual que el instrumento original. Los análisis factoriales confirmatorios mostraron que las puntuaciones de la versión traducida de CMAQ-R se ajustan mejor a una estructura de dos factores correlacionados, que es invariante por género y tipo de escuela. Este estudio proporciona evidencia sobre la utilidad de CMAQ-R en contextos culturales diferentes y respalda la multidimensionalidad de AM.

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Información de financiación

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.

Financiadores

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