Translation, Adaptation, and Validation of the Children’s Mathematics Anxiety Scale into Turkish
Year: 2025
Type: article
Abstract: IntroductIonMathematics has been the focus of research due to its importance in preparing a competent workforce in the science, technology, engineering, and mathematics (STEM) subjects (e.g., Wai et al., 2010) and developing competencies necessary for lifelong learning (European Parliament and the Council of European Union, 2006).The foundation of successful learning of mathematics (i.e., strong mathematical skills) during secondary school education is effective mathematics learning during earlier stages of schooling (Clements & Sarama, 2009).Therefore, it is important to investigate the factors that have an impact on the poor mathematics achievement (i.e., weak mathematical skills) of young children.Mathematics anxiety is one of the most crucial factors that affect mathematics achievement (Dowker et al., 2016;Harari et al., 2013).The most robust finding in math anxiety research is that an increased math anxiety has detrimental effects on students' mathematics performance (see Ma, 1999 for a metaanalysis).It is a serious problem that affects all age groups across the globe as evidenced in the results of international largescale assessments (e.g., Program for International Assessment (PISA), 2019) documenting that most 15-year-old students have high level of worry in mathematics classes and that they feel in tension when doing mathematics.Mathematics anxiety has been commonly defined as a specific feeling of pressure, worry, fear, or tension that directly interferes with mathematics performance (Ashcraft & Kirk, 2001).It is generated by manipulating the numerical stimuli in academic situations and daily life (Passolunghi et al., 2020) and during mathematics assessments in the classroom (Ramirez et al., 2018). AbstrActA Turkish version of the Children's Mathematics Anxiety Scale UK (CMAS-UK) was created to be used with primary school samples (n = 1450).A multistep process was followed, including (1) the translation and adaptation of the scale; (2) exploratory factor analysis and parallel analysis; (3) reliability analysis; (4) confirmatory factor analysis; and (5) convergent and discriminant validity evidence.Unlike the original version of the CMAS, exploratory factor analysis revealed a two-factor internal structure.Comparison of the fit indices for the three models demonstrated that a 19-item two-factor solution was the preferable model.Mathematics anxiety scores at grades 2-4 showed a positive relationship with children's mathematics anxiety at grades 1-5.Multivariate analyses revealed no significant differences in mathematics anxiety by gender whereas significant differences were found across grade levels.The CMAS-TR is the first cultural adaptation with an older sample and sound psychometric properties supporting future cross-cultural research on mathematics anxiety.
Authors: Aydin, Utkun, Özgeldi, Meriç, Dalkılınç, Funda
Institutions: University of Glasgow, Mersin Üniversitesi
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4408880678