Martín-Puga M Eva, Justicia-Galiano M José, Gómez-Pérez M Mar, Pelegrina Santiago
University of Jaén, Jaén, Spain.
Assessment. 2022 Apr;29(3):425-440. doi: 10.1177/1073191120980064. Epub 2020 Dec 17.
The present study aimed to investigate the factor structure and degree of measurement invariance of a Spanish adaptation of the Abbreviated Math Anxiety Scale (AMAS) in primary and secondary school students ( = 1,504 students, 46.08% males, 7-19 years of age). The results of confirmatory factor analysis corroborated the original two-factor structure, although a modified two-factor model with one item loading simultaneously on both factors was better supported. Full measurement invariance was observed across gender, and partial measurement invariance was achieved across educational levels (primary and secondary education). The AMAS showed reasonable internal consistency, test-retest reliability, and convergent validity. These results highlight the utility of the AMAS as a measure of math anxiety in primary and secondary school students whose scores can be compared by gender and educational level.
本研究旨在调查缩写版数学焦虑量表（AMAS）西班牙文改编版在中小学生（n = 1504名学生，46.08%为男性，7 - 19岁）中的因子结构和测量不变性程度。验证性因子分析结果证实了原始的双因子结构，不过一个修改后的双因子模型得到了更好的支持，该模型中有一个项目同时在两个因子上有载荷。在性别上观察到完全测量不变性，在教育水平（小学和中学教育）上实现了部分测量不变性。AMAS显示出合理的内部一致性、重测信度和收敛效度。这些结果突出了AMAS作为测量中小学生数学焦虑的工具的效用，其分数可按性别和教育水平进行比较。
