Confirmatory factor analysis of mathematics anxiety

Abstract

This paper rethinks the factorial structure of mathematics anxiety by Mato-Vázquez (2006), through the study of a sample of 1220 students of Compulsory Secondary Education. The structural equations' model suggests a four-scale format comprised of "Anxiety about demonstrating mathematical knowledge", "Concern over mathematics' presence", "Anxiety about mathematical action" and "Anxiety about mathematical activity in non-formal contexts". It has been examined through a multiple linear regression analysis (conducted step by step), with the aim of predicting the students' academic performance in Mathematics courses, which has been measured by previous course grades. Results show a higher prediction percentage in the fourth year, confirming the extent to which anxiety as a predictor variable influences the students' performance and, therefore, its determining impact on the teaching and learning process, as well as on the academic results acquired.