Shokouh Jamalizavareh; Mohammad Ali Nadi
Abstract
Abstract Background and objective : Researches on academic achievement has demonstrated multiple factors including self-assessment, interest and anxiety are involved. This research is enforced with the aim of normalizing Thomas& Dowker's Math Attitude and Anxiety Questionnaire .Method: The statistical ...
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Abstract Background and objective : Researches on academic achievement has demonstrated multiple factors including self-assessment, interest and anxiety are involved. This research is enforced with the aim of normalizing Thomas& Dowker's Math Attitude and Anxiety Questionnaire .Method: The statistical universe of this research was the boy and girl students, in the fourth base of Tehran's public elementary schools in the educational years 2014-15. According Cohen's table (2000), 398 students were simple random sampling selected as samples. To evaluate reliability, cronbach's alpha coefficient, parallel test and test-retest methods, and for evaluating the validity, Exploratory and Confirmatory factor analysis were used.Results: Cronbach alpha was for the total scale 0.6, and four subscales of self-assessment, Interest, Worry and Anxiety, 0.88 ,0.86 , 0.82, 0.86 . Cronbach's alpha between the two times Inventory was 0.8 Confirmatory factor analysis indicated this Questionnaire has 4 operating with optimal fit index. Pearson's correlation coefficient for the relationship with Zank Anxiety scale was 0.72.Conclusion: According to the results, MAAQ is a valid and reliable tool to identify type of attitude and degree of math anxiety in students.
