Measuring math anxiety in Italian college and high school students: Validity, reliability and gender invariance of the Abbreviated Math Anxiety Scale (AMAS)

2014 ◽  
Vol 34 ◽  
pp. 51-56 ◽  
Author(s):  
Caterina Primi ◽  
Chiara Busdraghi ◽  
Carlo Tomasetto ◽  
Kinga Morsanyi ◽  
Francesca Chiesi
Keyword(s):  
High School ◽  
High School Students ◽  
Math Anxiety ◽  
Anxiety Scale ◽  
School Students ◽  
Gender Invariance ◽  
And Gender

scholarly journals ANOTHER PSYCHOMETRIC PROOF OF THE ABBREVIATED MATH ANXIETY SCALE USEFULNESS: IRT ANALYSIS

2018 ◽  
Vol 11 (3) ◽  
pp. 301-323 ◽  
Author(s):  
Selka Sadiković ◽  
Ilija Milovanović ◽  
Milan Oljača
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Motivation ◽  
Math Anxiety ◽  
Psychometric Evaluation ◽  
Anxiety Scale ◽  
Context Model ◽  
School Students ◽  
Motivation For Learning ◽  
And Gender

The aim of this research is the psychometric evaluation of the Abbreviation Math Anxiety Scale (AMAS) on a sample of high school students. AMAS operationalizes math anxiety as a two- dimensional construct, basing its main components on the context model: math learning anxiety (MAL) and math evaluation anxiety (MAE). MAL represents the tendency of manifesting mathematical anxiety during the process of learning mathematics, while MAE represents math anxiety present in all situations that imply formal evaluation of math knowledge. The sample consisted of 514 high school students (45.3% male), aged 15 to 19. Confirmatory factor analysis pointed that AMAS is a one–dimensional scale with two facets, with the bifactorial solution showing the best fit parameters. Psychometric attributes of AMAS were tested by using Item Response Theory. Items and the questionnaire showed appropriate psychometric properties. The AMAS scale has expected patterns of relatedness with mathematical achievement, motivation for learning math, age and gender.

scholarly journals School Burnout Inventory: Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of High School Students

2022 ◽  
Vol 12 ◽  
Author(s):  
Marcos Carmona-Halty ◽  
Patricio Mena-Chamorro ◽  
Geraldy Sepúlveda-Páez ◽  
Rodrigo Ferrer-Urbina
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Related Factors ◽  
Convenience Sample ◽  
Gender Invariance ◽  
First Order ◽  
School Burnout ◽  
And Gender ◽  
Psychometric Validity

This brief report assessed the psychometric validity and gender invariance of the School Burnout Inventory (SBI) –a measure of students’ exhaustion, cynicism, and inadequacy– in a convenience sample of 972 high school Chilean students ranging between 12 and 18 years old. The results showed that: (1) the SBI produces adequate scores in terms of reliability; (2) two models (one solution of three related factors and one of second-order and three first-order factors) fitted adequately fit to our sample and was invariant across gender; and (3) the SBI scores were significantly related to other related constructs (i.e., study-related emotions, academic psychological capital, and academic engagement). Overall, the SBI was found to be a reliable and valid inventory to assess school burnout in Chilean high school students.

PROFIL KEMAMPUAN BERPIKIR KREATIF SISWA SEKOLAH MENENGAH PERTAMA DITINJAU DARI TINGKAT KECEMASAN MATEMATIKA DAN JENDER

2019 ◽  
Vol 20 (1) ◽  
pp. 69
Author(s):  
Endang Wahyuningrum ◽  
Disti Pratiwi ◽  
Sandra Sukmaning Adji
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Creative Thinking ◽  
Female Student ◽  
Math Anxiety ◽  
Male Student ◽  
Thinking Skills ◽  
School Students ◽  
And Gender

The purpose of this study was to describe the creative thinking skills of junior high school students based on mathematics anxiety and gender. Aspects of creative thinking skills used in this study are fluency, flexibility, and novelty. This research is a qualitative descriptive study. The instruments used were open-ended questions consisting of algebra and geometry questions, mathematics anxiety questionnaires, and interview guidelines. The study was conducted in class IX E of SMPI Al Azhar 12 Rawamangun Jakarta. The subject of this study consisted of four students, they are male student with low mathematics anxiety, female student with low mathematics anxiety, male student with medium mathematics anxiety, and female student with medium mathematics anxiety. The results of the mathematics anxiety questionnaire showed that none of the students in class IX E had high math anxiety. There are differences in the fulfillment of aspects of creative thinking in terms of differences in mathematics anxiety and gender levels. Students with low math anxiety fulfill aspects of fluency, flexibility, and novelty in algebra and geometry questions. Students with medium math anxiety fulfill aspects of fluency and flexibility both in algebra and geometry questions. Female students fulfill aspects of fluency, flexibility, and novelty both in algebra and geometry questions. Male students fulfill aspects of fluency and flexibility in algebra questions, while in geometry questions the aspects that are fulfilled are fluency, flexibility, and novelty.

scholarly journals Emerging Adulthood: An Intersectional Examination of the Changing Life Course

2019 ◽  
Vol 15 (4) ◽  
pp. 14-33
Author(s):  
Shauna A. Morimoto
Keyword(s):  
High School ◽  
High School Students ◽  
Emerging Adulthood ◽  
Life Course ◽  
School Students ◽  
Identity Exploration ◽  
Race And Gender ◽  
Adult World ◽  
And Gender ◽  
The Life Course

This article draws on qualitative data of U.S. high school students considering their place in the adult world; the purpose is to investigate Jeffrey Arnett’s (2000) concept of “emerging adulthood” as a new stage of life course. Drawing on interviews and observational data collected around the time when Arnett’s notion of emerging adulthood started to take hold, I use intersectional interpretive lens in order to highlight how race and gender construct emerging adulthood as high school students move out of adolescence. I consider Arnett’s thesis twofold. First, when emerging adulthood is examined intersectionally, young people reveal that – rather than being distinct periods that can simply be prolonged, delayed, or even reached – life stages are fluid and constantly in flux. Second, since efforts to mitigate against uncertain futures characterizes the Millennial generation, I argue that the process of guarding against uncertainty reorders, questions or reconfigures the characteristics and stages that conventionally serve as markers of life course. I conclude that the identity exploration, indecision, and insecurity associated with emerging adulthood can also be understood as related to how the youth reveal and reshape the life course intersectionally.

Equity in high school computer science: Beyond access

2021 ◽  
pp. 147821032110630
Author(s):  
Paul Bruno ◽  
Colleen M Lewis
Keyword(s):  
High School ◽  
Native American ◽  
High School Students ◽  
Computer Science ◽  
Female Students ◽  
Racial Groups ◽  
School Students ◽  
Level Data ◽  
And Gender ◽  
K 12

Little is known about the extent to which expansions of K-12 computer science (CS) have been equitable for students of different racial backgrounds and gender identities. Using longitudinal course-level data from all high schools in California between the 2003–2004 and 2018–2019 school years we find that 79% of high school students in California, including majorities of all racial groups, are enrolled in schools that offer CS, up from 45% in 2003. However, while male and female students are equally likely to attend schools that offer CS courses, CS courses represent a much smaller share of course enrollments for female students than for male students. Non-Asian students enroll in relatively few CS courses, and this is particularly true for Black, Hispanic, and Native American students. Race gaps in CS participation are to a substantial degree explicable in terms of access gaps, but gender gaps in CS participation are not. Different groups of students have access to CS teachers with similar observable qualifications, but CS teachers remain predominantly white and male. Consequently, white and male CS students are much more likely than other students to have same-race or same-gender instructors. Our findings and the implications we draw for practice will be of interest to administrators and policymakers who, over and above needing to ensure equitable access to CS courses for students, need to attend carefully to equity-related course participation and staffing considerations.

BULLYING BEHAVIOUR AMONG HIGH SCHOOL STUDENTS: ANALYSIS OF PREVALENCE AND GENDER DIFFERENCES

2016 ◽  
Author(s):  
Olujide Adekeye ◽  
Amoa Alao ◽  
Olufunke Chenube ◽  
Sussan Adeusi ◽  
Ben Agoha ◽  
...  
Keyword(s):  
High School ◽  
Gender Differences ◽  
High School Students ◽  
School Students ◽  
And Gender

Exploring the Intersections of Disability, Race, and Gender on Student Outcomes in High School

2020 ◽  
pp. 074193252094120
Author(s):  
Anjali J. Forber-Pratt ◽  
Gabriel J. Merrin ◽  
Dorothy L. Espelage
Keyword(s):  
High School ◽  
High School Students ◽  
Sexual Orientation ◽  
Suicidal Ideation ◽  
Peer Victimization ◽  
School Connectedness ◽  
Self Report ◽  
School Students ◽  
Race And Gender ◽  
And Gender

This study explored the intersections of disability, race, sexual orientation, and gender on peer victimization, suicidal ideation, and school connectedness. Participants were 11,353 high school students aged 14 to 18 years ( MD =15.88, SD = 1.20). Of these individuals, 1,640 students self-identified as either having an Individualized Education Program (IEP) or as having a disability. Students completed online self-report measures. Results indicated that having a disability or identifying as lesbian, gay, bisexual, or questioning (LGBQ) was associated with higher odds of suicidal ideation, higher levels of peer victimization, and lower levels of school connectedness across several racial categories. Moderation analyses examined the intersection of various identities. Findings indicate that differences exist among the intersection of disability, race, sexual orientation, and gender identities in relation to the outcomes of interest.

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