Linna Du, Xinghua Wang, Haiying Yu, Pavlova Anna, Ismatullina Victoria, Malykh Artem, Kolyasnikov Pavel, Malykh Sergey
School of Education and Science, Mudanjiang Normal University, Mudanjiang, China.
Oriental Language Institute, Mudanjiang Normal University, Mudanjiang, China.
Front Psychol. 2024 Dec 20;15:1485753. doi: 10.3389/fpsyg.2024.1485753. eCollection 2024.
The purpose of this study was to compare the prevalence of math anxiety in Russian and Chinese schoolchildren across genders and ages. The Abbreviated Math Anxiety Scale (AMAS) was used as a measurement tool for assessing math anxiety. The factor structure of the AMAS and item invariance between Russian and Chinese schoolchildren were also examined. A total of 4,292 Russian (54% girls, = 13.7, SD = 1.21) and 3,410 Chinese (48% girls, = 12.7, SD = 1.21, Me = 13.0) schoolchildren participated in the study. The bi-factor model of the AMAS fits provided the best fit for the data in both countries. AMAS items demonstrated invariance between the two groups. Overall, Russian schoolchildren demonstrated higher math anxiety across all ages and math anxiety subscales, except at ages 14-15, where Chinese schoolchildren reported higher learning-related math anxiety. Among Chinese schoolchildren, both learning and evaluation math anxiety increased with age. Conversely, for Russian schoolchildren, math evaluation anxiety increased, while learning math anxiety decreased with age. Gender differences were observed in both countries, with the onset of gender-related differences appearing earlier in Chinese schoolchildren.
本研究的目的是比较俄罗斯和中国学童在不同性别和年龄组中数学焦虑症的患病率。使用简化数学焦虑量表（AMAS）作为评估数学焦虑症的测量工具。还研究了AMAS的因子结构以及俄罗斯和中国学童之间的项目不变性。共有4292名俄罗斯学童（54%为女孩，平均年龄=13.7岁，标准差=1.21）和3410名中国学童（48%为女孩，平均年龄=12.7岁，标准差=1.21，中位数=13.0）参与了该研究。AMAS的双因子模型对两国数据的拟合效果最佳。AMAS项目在两组之间表现出不变性。总体而言，俄罗斯学童在所有年龄段和数学焦虑症子量表上都表现出较高的数学焦虑症，除了14至15岁年龄段，中国学童在该年龄段报告了较高的与学习相关的数学焦虑症。在中国学童中，学习和评估数学焦虑症均随年龄增长而增加。相反，对于俄罗斯学童，数学评估焦虑症增加，而学习数学焦虑症随年龄下降。两国均观察到性别差异，且与性别相关的差异在中国学童中出现得更早。
