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

  1. Bárbara Guzmán
  2. Cristina Rodríguez Rodríguez
  3. Roberto A. Ferreira
  4. Juan Andrés Hernández Cabrera
Journal:
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

Metrics

Cited by

  • Scopus Cited by: 3 (16-01-2023)
  • Web of Science Cited by: 1 (04-01-2023)

JCR (Journal Impact Factor)

  • Year 2021
  • Journal Impact Factor: 1.632
  • Journal Impact Factor without self cites: 1.474
  • Article influence score: 0.522
  • Best Quartile: Q3
  • Area: PSYCHOLOGY, MULTIDISCIPLINARY Quartile: Q3 Rank in area: 102/148 (Ranking edition: SSCI)
  • Area: PSYCHOLOGY, EDUCATIONAL Quartile: Q4 Rank in area: 48/61 (Ranking edition: SSCI)
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q4 Rank in area: 209/270 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2021
  • SJR Journal Impact: 0.345
  • Best Quartile: Q3
  • Area: Developmental and Educational Psychology Quartile: Q3 Rank in area: 232/350
  • Area: Social Psychology Quartile: Q3 Rank in area: 193/298

Índice Dialnet de Revistas

  • Year 2021
  • Journal Impact: 2.490
  • Field: PSICOLOGÍA Quartile: C1 Rank in field: 8/111
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 6/228

CIRC

  • Social Sciences: A

Scopus CiteScore

  • Year 2021
  • CiteScore of the Journal : 2.0
  • Area: Social Psychology Percentile: 41
  • Area: Developmental and Educational Psychology Percentile: 40

Journal Citation Indicator (JCI)

  • Year 2021
  • Journal Citation Indicator (JCI): 0.58
  • Best Quartile: Q3
  • Area: PSYCHOLOGY, MULTIDISCIPLINARY Quartile: Q3 Rank in area: 114/211
  • Area: PSYCHOLOGY, EDUCATIONAL Quartile: Q3 Rank in area: 50/75
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q3 Rank in area: 417/743

Abstract

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.

Funders

Bibliographic References

  • Abad, F., Olea, J., Ponsoda, V., & García, C. (2011). Medición en ciencias sociales y de la salud. Editorial Síntesis.
  • Adimora, D. E., Nwokenna, E. N., Omeje, J. C., & Eze, U. N. (2015). Influence of socio-economic status and classroom climate on mathematics anxiety of primary school pupils. Procedia-Social and Behavioral Sciences, 205, 693-701. https://doi.org/10.1016/j.sbspro.2015.09.109
  • Ashcraft, M. H., & Faust, M. W. (1994). Mathematics anxiety and mental arithmetic performance: An exploratory investigation. Cognition and Emotion, 8(2), 97-125. https://doi.org/10.1080/02699939408408931
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). The Guilford Press.
  • Carey, E., Hill, F., Devine, A., & Sz cs, D. (2017). The modified abbreviated math anxiety scale: A valid and reliable instrument for use with children. Frontiers in Psychology, 8(11). https://doi.org/10.3389/ fpsyg.2017.00011
  • Cargnelutti, E., Tomasetto, C., & Passolunghi, M. C. (2017). How is anxiety related to math performance in young students? A longitudinal study of Grade 2 to Grade 3 children. Cognition and Emotion, 31(4), 755-764. http://doi.org/10.1080/02699931.2016.1147421
  • Caviola, S., Primi, C., Chiesi, F., & Mammarella, I. C. (2017). Psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) in Italian primary school children. Learning and Individual Differences, 55, 174- 182. https://doi.org/10.1016/j.lindif.2017.03.006
  • Chang, H., & Beilock, S. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10, 33-38. https://doi.org/10.1016/j.cobeha.2016.04.011
  • Cho, E. (2016). Making reliability reliable: A systematic approach to reliability coefficients. Organizational Research Methods, 19(4), 651- 682. https://doi.org/10.1177/1094428116656239
  • Deloache, J. S. (2000). Dual representation and young children’s use of scale models. Child development, 71(2), 329-338. https://doi. org/10.1111/1467-8624.00148
  • Devine, A., Fawcett, K., Sz cs, D., & Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8(1), 33. https://doi.org/10.1186/1744-9081-8-33
  • Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7, 508. https://doi. org/10.3389/fpsyg.2016.00508
  • Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105(3), 399-412. https://doi. org/10.1111/bjop.12046
  • Flake, J. K., Pek, J., & Hehman, E. (2017). Construct validation in social and personality research: Current practice and recommendations. Social Psychological and Personality Science, 8(4), 370-378. https://doi. org/10.1177/1948550617693063
  • Gadermann, A. M., Guhn, M., & Zumbo, B. D. (2012). Estimating ordinal reliability for Likert-type and ordinal item response data: A conceptual, empirical, and practical guide. Practical Assessment, Research & Evaluation, 17(3), 1-13. https://doi.org/10.7275/n560-j767
  • Ganley, C. M., & McGraw, A. L. (2016). The development and validation of a revised version of the math anxiety scale for young children. Frontiers in Psychology, 7, 1181. https://doi.org/10.3389/fpsyg.2016.01181
  • Geyik, S. K. (2015). The effects of parents’ socio-economic status on mathematics anxiety among social sciences students in turkey. International Journal of Education and Research, 3(1), 311-324. http:// www.ijern.com/journal/2015/January-2015/26.pdf
  • Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2018). Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 19(1), 21-46. https://doi.org/10.1080/152 48372.2017.1421538
  • Haase, V. G., Guimarães, A. P. L., & Wood, G. (2019). Mathematics and Emotions: The Case of Math Anxiety. In A. Fritz, V.G. Haase, & P. Räsänen (Eds.), International Handbook of Mathematical Learning Difficulties (pp. 469-503). Springer. https://doi.org/10.1007/978-3-319-97148-3_29
  • Hair Jr., J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson Prentice-Hall.
  • Harari, R. R., Vukovic, R. K., & Bailey, S. P. (2013). Mathematics anxiety in young children: An exploratory study. The Journal of Experimental Education, 81(4), 538-555. https://doi.org/10.1080/00220973.2012.727888
  • Hernández, J. A., & Betancort, M. (2018). ULLRtoolbox. https://sites.google. com/site/ullrtoolbox/
  • Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., & Sz cs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and Individual Differences, 48, 45–53. https://doi. org/10.1016/j.lindif.2016.02.006
  • Holmes, K. J., & Lourenco, S. F. (2011). Common spatial organization of number and emotional expression: A mental magnitude line. Brain and Cognition, 77(2), 315-323. https://doi.org/10.1016/j.bandc.2011.07.002
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Model. 6, 1–55. https://doi.org/10.1080/10705519909540118
  • Jameson, M. M. (2013). The development and validation of the Children’s Anxiety in Math Scale. Journal of Psychoeducational Assessment, 31(4), 391-395. https://doi.org/10.1177/0734282912470131
  • Johnston-Wilder, S., Brindley, J., & Dent, P. (2014). A survey of mathematics anxiety and mathematical resilience among existing apprentices. The Gatsby Foundation.
  • Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). The Guilford Press.
  • Maloney, E., & Beilock, S. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Sciences, 16(8), 404- 406. https://doi.org/10.1016/j.tics.2012.06.008
  • Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Psychological Science, 26(9), 1480- 1488. https://doi.org/10.1177/0956797615592630
  • Martínez-Abad, F., & Rodríguez-Conde, M. J. (2017). Comportamiento de las correlaciones producto-momento y tetracórica-policórica en escalas ordinales: un estudio de simulación. RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa, 23(2), 1-21. https://doi. org/10.7203/relieve.23.2.9476
  • McDonald, R. (1999). Test theory: A unified treatment. Lawrence Erlbaum Associates.
  • Ministerio de Educación (MINEDUC, 2016). Estadísticas de la educación. https://centroestudios.mineduc.cl/wp-content/uploads/ sites/100/2017/07/Anuario_2016.pdf
  • Muñiz, J., Elosua, P., & Hambleton, R. K. (2013). Directrices para la traducción y adaptación de los tests: segunda edición. Psicothema, 25(2), 151-157. https://doi.org/10.7334/psicothema2013.24
  • Organisation for Economic Co-operation and Development (OECD, 2013). Education at a glance 2013: OECD indicators. https://doi.org/10.1787/ eag-2013-en
  • Ortiz, I. (2015). Escuelas inclusivas en el contexto de segregación social del sistema escolar chileno. Calidad en la Educación, (42), 93-122. http:// doi.org/10.4067/S071845652015000100004
  • Petronzi, D., Staples, P., Sheffield, D., Hunt, T. E., & Fitton-Wilde, S. (2019). Further development of the Children’s Mathematics Anxiety Scale UK (CMAS-UK) for ages 4-7 years. Educational Studies in Mathematics, 100(3), 231-249. https://doi.org/10.1007/s10649-018-9860-1
  • R Core Team. (2017). R: A language and environment for statistical computing. R Foundation for Statistical Computing. https://www.Rproject.org
  • Ramirez, G., Chang, H., Maloney, E., Levine, S., & Beilock, S. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies. Journal of Experimental Child Psychology, 141, 83-100. https://doi.org/10.1016/j. jecp.2015.07.014.
  • Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14(2), 187-202. https:// doi.org/10.1080/15248372.2012.664593
  • Rosseel, Y. (2012). Package ‘lavaan’. http://cran.r-project.org/web/packages /lavaan/lavaan.pdf
  • Rubinsten, O., Marciano, H., Levy, H. E., & Cohen, L. D. (2018). A framework for studying the heterogeneity of risk factors in math anxiety. Frontiers in Behavioral Neuroscience, 12. http://doi.org/10.3389/fnbeh.2018.00291
  • Sass, D. A. (2011). Testing measurement invariance and comparing latent factor means within a confirmatory factor analysis framework. Journal of Psychoeducational Assessment, 29(4), 347-363. https://doi. org/10.1177/0734282911406661
  • Stoet, G., Bailey, D. H., Moore, A. M., & Geary, D. C. (2016). Countries with higher levels of gender equality show larger national sex differences in mathematics anxiety and relatively lower parental mathematics valuation for girls. PloS one, 11(4). https://doi.org/10.1371/journal. pone.0153857
  • Suárez-Pellicioni, M., Núñez-Peña, M. I., & Colomé, À. (2016). Math anxiety: A review of its cognitive consequences, psychophysiological correlates, and brain bases. Cognitive, Affective, & Behavioral Neuroscience, 16(1), 3-22. http://doi.org/10.3758/s13415-015-0370-7
  • Suinn, R. M., Taylor, S., & Edwards, R. W. (1988). Suinn mathematics anxiety rating scale for elementary school students (MARS-E): Psychometric and normative data. Educational and Psychological Measurement, 48(4), 979-986. https://doi.org/10.1177/0013164488484013
  • Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296. https://doi.org/10.1007/s11165- 016-9602-2
  • Tassé, M., & Craig, E. M. (1999). Critical issues in the cross-cultural assessment of adaptative behaviour. In R. L. Schalock (Ed.), Adaptative behaviour and its measurement: Implications for the field of mental retardation (pp. 161-184). American Association on Mental Retardation.
  • Teo, T., & Fan, X. (2013). Coefficient alpha and beyond: Issues and alternatives for educational research. The Asia-Pacific Education Researcher, 22(2), 209-213. https://doi.org/10.1007/s40299-013-0075-z
  • Thomas, G., & Dowker, A. (2000). Mathematics anxiety and related factors in young children. In British Psychological Society Developmental Section Conference.
  • Van Mier, H. I., Schleepen, T. M., & Van den Berg, F. C. (2019). Gender differences regarding the impact of math anxiety on arithmetic performance in second and fourth graders. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02690
  • Wu, S. S., Barth, M., Amin, H., Malcarne, V., & Menon, V. (2012). Math anxiety in second and third graders and its relation to mathematics achievement. Frontiers in Psychology, 3. https://doi.org/10.3389/ fpsyg.2012.00162
  • Zirk-Sadowski, J., Lamptey, C., Devine, A., Haggard, M., & Sz cs, D. (2014). Young-age gender differences in mathematics mediated by independent control or uncontrollability.Developmental Science, 17(3), 366-375. https://doi.org/10.1111/desc.12126