The psychometric properties of two math anxiety scales in a sample of Norwegian primary school children

Abstract

This study evaluated the psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) and the Achievement Emotion Questionnaire–Math Anxiety (AEQ-MA) in a sample of Norwegian primary school students invited to participate during preschool. A total of 222 children completed both scales, and math tasks in Grade 3 and they followed up on the same questionnaires and math tests in Grade 4. Confirmatory factor analysis showed that a two-factor solution best suited the data for both self-report tools, with the AMAS defined by learning anxiety and testing anxiety dimensions and the AEQ-MA defined by the test-related and the class-and-learning math anxiety factors. Both questionnaires showed good internal consistency, measurement invariance across grade levels and genders, and concurrent validity with math tasks. In conclusion, the AMAS and the AEQ-MA present good psychometric properties and are suitable measures for assessing math anxiety in the first grades of formal education among Norwegian children.