Mathematics Anxiety, Self-Concept, and Self-Efficacy: A Multidimensional Scaling Consideration of Measures

Autor/inn/en	Klee, Holly L.; Miller, Angela D.; Buehl, Michelle M.
Titel	Mathematics Anxiety, Self-Concept, and Self-Efficacy: A Multidimensional Scaling Consideration of Measures
Quelle	In: Journal of Experimental Education, 91 (2023) 3, S.494-516 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2021.2024788
Schlagwörter	Self Concept; Mathematics Anxiety; Self Efficacy; Correlation; Undergraduate Students; Measurement Techniques; Self Description Questionnaire; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Korrelation; Messtechnik
Abstract	Social cognitive theory suggests students with low mathematics self-concept and low mathematics self-efficacy often display high mathematics anxiety. A better understanding of the antecedents of mathematics anxiety could lead to more effective interventions. However, findings from empirical research examining mathematics self-concept and self-efficacy as related to mathematics anxiety are inconsistent, perhaps due to overlapping definitions and operationalization. We investigated the relations of mathematics anxiety, self-concept, and self-efficacy using multidimensional scaling. Attention was given to the relationships across varying levels of specificity of self-efficacy (e.g., course, task, and problem). Participants were undergraduate students in an introductory quantitative reasoning course (N = 457). We found that mathematics self-efficacy occupied a distinct space, but there is considerable overlap in the areas of mathematics anxiety and self-concept. This study contributes to the literature on how these constructs are defined operationally and provides guidance on the use of measures for future studies on the antecedents of mathematics anxiety. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01