Norms and validation of the online and paper-and-pencil versions of the Abbreviated Math Anxiety Scale (AMAS) for Polish adolescents and adults

The Abbreviated Math Anxiety Scale (AMAS) is one of the most popular instruments measuring math anxiety (MA). It has been validated across several linguistic and cultural contexts. In this study, we investigated the extent of administration method invariance of the AMAS by comparing results (average scores, reliabilities, factorial structure) obtained online with those from paper-and-pencil. We administered the online version of the AMAS to Polish students. Results indicate that psychometric properties of the AMAS do not differ between online and paper-and-pencil administration. Additionally, average scores of the AMAS did not differ considerably between administration forms, contrary to previous results showing that computerized measurement of MA leads to higher scores. Therefore, our results provide evidence for the usefulness of the AMAS as a reliable and valid MA measurement tool for online research and online screening purposes across cultures and also large similarity between administration forms outside an American-English linguistic and cultural context. Finally, we provide percentile and standard norms for the AMAS for adolescents and adults (in the latter case for both online and paper-and-pencil administration) as well as critical differences for the comparison of both subscales in an individual participant for practical diagnostic purposes

Norms and Validation of the Online and Paper-and-Pencil Versions of the Abbreviated Math Anxiety Scale (AMAS) For Polish Adolescents and Adults

The Abbreviated Math Anxiety Scale (AMAS) is one of the most popular instruments measuring math anxiety (MA). It has been validated across several linguistic and cultural contexts. In this study, we investigated the extent of administration method invariance of the AMAS by comparing results (average scores, reliabilities, factorial structure) obtained online with those from paper-and-pencil. We administered the online version of the AMAS to Polish students. Results indicate that psychometric properties of the AMAS do not differ between online and paper-and-pencil administration. Additionally, average scores of the AMAS did not differ considerably between administration forms, contrary to previous results showing that computerized measurement of MA leads to higher scores. Therefore, our results provide evidence for the usefulness of the AMAS as a reliable and valid MA measurement tool for online research and online screening purposes across cultures and also large similarity between administration forms outside an American-English linguistic and cultural context. Finally, we provide percentile and standard norms for the AMAS for adolescents and adults (in the latter case for both online and paper-and-pencil administration) as well as critical differences for the comparison of both subscales in an individual participant for practical diagnostic purposes

Norms and validation of the online and paper-and-pencil versions of the Abbreviated Math Anxiety Scale (AMAS) for Polish adolescents and adults

The Abbreviated Math Anxiety Scale (AMAS) is one of the most popular instruments measuring math anxiety (MA). It has been validated across several linguistic and cultural contexts. In this study, we investigated the extent of administration method invariance of the AMAS by comparing results (average scores, reliabilities, factorial structure) obtained online with those from paper-and-pencil. We administered the online version of the AMAS to Polish students. Results indicate that psychometric properties of the AMAS do not differ between online and paper-and-pencil administration. Additionally, average scores of the AMAS did not differ considerably between administration forms, contrary to previous results showing that computerized measurement of MA leads to higher scores. Therefore, our results provide evidence for the usefulness of the AMAS as a reliable and valid MA measurement tool for online research and online screening purposes across cultures and also large similarity between administration forms outside an American-English linguistic and cultural context. Finally, we provide percentile and standard norms for the AMAS for adolescents and adults (in the latter case for both online and paper-and-pencil administration) as well as critical differences for the comparison of both subscales in an individual participant for practical diagnostic purposes.</p

The role of working memory and inhibition efficiency in mathematics anxiety

Mathematics anxiety is a feeling of apprehension and, sometimes, fear, that arises in people when they engage in mathematical tasks and has a negative relationship with mathematical performance. A possible reason for this relationship could be that mathematics anxiety might have a detrimental effect on working memory, which then could cause a drop in performance during mathematical tasks. I first assessed the relationship of mathematics anxiety with working memory and inhibition efficiency in university students during mathematical and neutral situations (Chapter 2). Participants with high mathematics anxiety had lower working memory spans and lower inhibition efficiency but being in a mathematical situation or not had no effect on working memory. I then developed a new working memory capacity task and reassessed the relationship between mathematics anxiety and inhibition efficiency using an extreme group design in university students (Chapter 3). Here, participants with high mathematics anxiety tended to have lower inhibition efficiency. Moreover, I carried out a longitudinal study in secondary school students assessing concurrent and longitudinal relationships of mathematics anxiety with mathematical performance, working memory, inhibition efficiency, and mathematics self-belief. In Chapter 4 I describe the significant concurrent relationships between mathematics anxiety, mathematical performance, mathematics self-belief, and working memory. In the longitudinal analysis in Chapter 5 mathematics self-belief did not show a significant longitudinal relationship with mathematics anxiety despite a strong concurrent relationship. This suggests that although mathematics self-belief is a relevant factor to assess when studying mathematics anxiety, it might play a smaller role in the development of mathematics anxiety. In contrast, inhibition efficiency and mathematical performance were significant longitudinal predictors of the development of mathematics anxiety. Overall, my results highlight that poor inhibition efficiency is related to mathematics anxiety in adults and might contribute directly and indirectly to the increase of mathematics anxiety during secondary school

Validity of the overclaiming technique as a method to account for response bias in self-assessment questions : analysis on the basis of the PISA 2012 data

The presented work is devoted to study the validity of overclaiming technique (OCT) as a measure of response (positivity) bias. Three main aims of the analyses performed were: a) assess methods' utility to enhance predictive validity of self-report by accounting for response biases, b) investigate proposed mechanisms of overclaiming, c) expand nomological network of the method by presenting a wide set of both individual-level and cluster-level (school) correlates. The obtained results pointed that OCT can be used in order to account for response biases in self-report data. Important differences regarding use and interpretation of the different OCT scoring systems were found and commented. Two systems, one based of signal detection theory (SDT), other on item response theory model (IRT), were proposed as viable scorings of OCT. Choice between them is not trivial as it influences results' interpretation and model specification. Three possible mechanisms of overclaiming were tested: a) motivated response bias (self-favouring bias, socially desirable responding), b) memory bias (overgeneralised knowledge or faulty memory control) and c) response styles and careless responding. The results pointed that all three mechanisms are probable and that overclaiming is most probably a heterogenous phenomenon of multiple causes. However, the analyses pointed out that one of the memory bias hypotheses, the overgeneralised knowledge account, does not hold and that there is much more evidence for the competitive metacognitive account. It is to said that overclaiming is at least partially attributable to insufficient monitoring of one's knowledge. Evidence for a relation between careless responding and overclaiming was also obtained, indicating that at least some of the overclaimed responses can be attributed due to inattentive responding. Obtained results on the relations between response styles and overclaiming were complicated; they warrant further studies as the results here probably greatly depend on the technical details of analysis, e.g. response style definition and coding adopted. The analysed cluster-level covariates demonstrated that only very limited portion of OCT variance can be ascribed to the school-level of analysis. Gender, socio-economic status and locus of control proved to be significantly related to overclaiming among the individual-level correlates assessed. Boys yielded higher overclaiming bias than girls and students of external locus of control were more biased in their self-reports in comparison to students of internal locus of control. The work comprises also analysis of the PISA's OCT latent structure. The results evidenced bifactor structure of the scale, with the general factor interpreted as math ability while the two specific factors were given a tentative explanation concentrated around item difficulty (one specific factor emerged for easy items, one for hard items). These findings point to a multi-dimensional character of OCT and a large role played by domain ability in OCT responding. Moreover, latent class analysis (LCA) performed identified an "overclaiming" group among the participants which was characterised by high overclaiming and unwarrantedly high self-report profile regarding math-related abilities and social life. However, this group counted only around 9% of the total sample. Implications of these findings are commented in the work, along with theoretical integration and ideas for future studies with the use of OCT