Development of a Mathematics Anxiety Scale

Abstract

This study aimed to develop and construct a Mathematics Anxiety Scale with strong validity evidence, suitable for use in the Arab context. The standardization sample consisted of 238 students, selected non-randomly from various levels of middle school education. The study followed a systematic scientific methodology, beginning with the preparation of the initial version of the scale, which included 38 items formulated after reviewing theoretical frameworks and previous studies related to mathematics anxiety. These items underwent a series of methodological procedures to verify validity conditions, starting with content validity assessment through a panel of experts in psychology and education.

Cognitive interviews were also conducted with a sample of students to ensure the clarity and comprehensibility of the items for the target group. To verify the internal consistency of the scale, correlation coefficients between each item and the total score were calculated, leading to the elimination of items with weak correlations.

Results of the exploratory factor analysis using the principal components method with Varimax rotation revealed a single dominant factor that explained a large proportion of the total variance. After applying the item retention criterion (loading ≥ 0.30), the final version of the scale was reduced to 32 items representing a unidimensional structure.

Findings indicated that the scale possessed acceptable psychometric properties, with a Cronbach’s alpha reliability coefficient of 0.92 for the entire scale.

The study concludes that the final version of the scale is a reliable tool for assessing mathematics anxiety among students and can be used for research, diagnostic, and counseling purposes, thereby contributing to the development of appropriate intervention programs to reduce mathematics anxiety.