Mathematics Anxiety and Test Anxiety: Separate Constructs?
The authors used correlational and confirmatory factor analytic techniques to examine the relationship between measures of the constructs of mathematics anxiety and test anxiety. The correlations found between measures of the 2 constructs were nearly as high as those found within measures of the 2 c...
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| Veröffentlicht in: | The Journal of experimental education 2000-01, Vol.68 (2), p.137-146 |
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| container_title | The Journal of experimental education |
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| creator | Kazelskis, Richard Reeves, Carolyn Kersh, M. E. Bailey, Gahan Cole, Katherine Larmon, Marilyn Hall, Lew Holliday, D. C. |
| description | The authors used correlational and confirmatory factor analytic techniques to examine the relationship between measures of the constructs of mathematics anxiety and test anxiety. The correlations found between measures of the 2 constructs were nearly as high as those found within measures of the 2 constructs, bringing into question the separateness of the constructs. Results of the confirmatory factor analysis provided some support for a distinction between the constructs; the correlation between the 2 factors, however, was relatively high. Those findings suggest that mathematics anxiety and test anxiety may be separate phenomena; the conceptual uniqueness of mathematics anxiety, however, needs to be further delineated and its measurement improved. |
| doi_str_mv | 10.1080/00220970009598499 |
| format | Article |
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Those findings suggest that mathematics anxiety and test anxiety may be separate phenomena; the conceptual uniqueness of mathematics anxiety, however, needs to be further delineated and its measurement improved.</description><identifier>ISSN: 0022-0973</identifier><identifier>EISSN: 1940-0683</identifier><identifier>DOI: 10.1080/00220970009598499</identifier><identifier>CODEN: JEXEAI</identifier><language>eng</language><publisher>Washington, DC: Taylor & Francis Group</publisher><subject>Anxiety ; College Students ; Confirmatory Factor Analysis ; Correlation ; Counseling psychology ; Dew ; Education and psychology ; Educational psychology ; Educational sciences ; Factor analysis ; Higher Education ; Learning ; Mathematics ; Mathematics Anxiety ; Mathematics education ; Mathematics tests ; Motivation and affectivity ; Motivation and Social Processes ; Psychological counseling ; Psychology and learning ; Rating scales ; Reliability ; Researchers ; Students ; Test Anxiety</subject><ispartof>The Journal of experimental education, 2000-01, Vol.68 (2), p.137-146</ispartof><rights>Copyright Taylor & Francis Group, LLC 2000</rights><rights>Copyright 2000 Helen Dwight Reid Educational Foundation</rights><rights>2000 INIST-CNRS</rights><rights>Copyright HELDREF PUBLICATIONS Winter 2000</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c471t-c5566665d85aafc5f2892765f219bed27b0383eeea21ebddebe0bdcf6b1ea39f3</citedby><cites>FETCH-LOGICAL-c471t-c5566665d85aafc5f2892765f219bed27b0383eeea21ebddebe0bdcf6b1ea39f3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/20152623$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/20152623$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,27869,27924,27925,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ609094$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=1546332$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Kazelskis, Richard</creatorcontrib><creatorcontrib>Reeves, Carolyn</creatorcontrib><creatorcontrib>Kersh, M. 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Results of the confirmatory factor analysis provided some support for a distinction between the constructs; the correlation between the 2 factors, however, was relatively high. Those findings suggest that mathematics anxiety and test anxiety may be separate phenomena; the conceptual uniqueness of mathematics anxiety, however, needs to be further delineated and its measurement improved.</abstract><cop>Washington, DC</cop><pub>Taylor & Francis Group</pub><doi>10.1080/00220970009598499</doi><tpages>10</tpages></addata></record> |
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| ispartof | The Journal of experimental education, 2000-01, Vol.68 (2), p.137-146 |
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| source | Periodicals Index Online; JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | Anxiety College Students Confirmatory Factor Analysis Correlation Counseling psychology Dew Education and psychology Educational psychology Educational sciences Factor analysis Higher Education Learning Mathematics Mathematics Anxiety Mathematics education Mathematics tests Motivation and affectivity Motivation and Social Processes Psychological counseling Psychology and learning Rating scales Reliability Researchers Students Test Anxiety |
| title | Mathematics Anxiety and Test Anxiety: Separate Constructs? |
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