The Fuzzy Multiple Correlation and Its Application to Determine the Correlation of Math Anxiety with Math Self-Efficacy and Attitude

Background and Purpose: This study assessed the psychometric properties of a modified self-efficacy scale—the Pregnancy-Exercise Self-Efficacy Scale (P-ESES). Methods: Pregnant women completed the P-ESES and physical activity questionnaires (N = 88). Results: Internal consistency was confirmed by Cronbach’s alpha (α = 0.838) and equal-length Spearman–Brown (α = 8.22). Squared multiple correlation coefficients were calculated showing 9 of 10 items with values greater than the desired .5. A nonrotated exploratory principal components analysis confirmed the same 9 of 10 items loaded on a single factor, accounting for 46.1% of the variance. Each item had an acceptable load value of .40 or higher. Conclusions: Initial testing of the P-ESES confirmed validity and reliability with the exception of 1 item from the original measure: “Exercising without physician approval.”

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Universals and specifics of math self-concept, math self-efficacy, and math anxiety across 41 PISA 2003 participating countries

Learning and Individual Differences ◽

10.1016/j.lindif.2008.10.009 ◽

2009 ◽

Vol 19 (3) ◽

pp. 355-365 ◽

Cited By ~ 170

Author(s):

Jihyun Lee

Keyword(s):

Self Efficacy ◽

Math Anxiety ◽

Self Concept

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Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students

Adult Education Quarterly ◽

10.1177/0741713614541461 ◽

2014 ◽

Vol 64 (4) ◽

pp. 306-322 ◽

Cited By ~ 31

Author(s):

Molly M. Jameson ◽

Brooke R. Fusco

Keyword(s):

Adult Education ◽

Adult Learners ◽

Undergraduate Students ◽

Self Efficacy ◽

Math Anxiety ◽

Self Report ◽

Self Concept ◽

Self Confidence ◽

The Future ◽

Using Data

Adult learners comprise a significant portion of current undergraduate populations, and projections indicate steady or growing numbers of adult learners in the future. Previous research has suggested that adult learners possess lower self-confidence than and face barriers not experienced by traditional undergraduate students. These constructs have not been explored specifically within mathematics, however, which was the purpose of the current study. Using data collected from 226 undergraduate students (60 traditional students, 166 adult learners), the current research found that adult learners self-report lower levels of math self-efficacy and higher levels of math anxiety than their traditional peers. Implications for adult education are suggested.

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Self-Efficacy, Social Support, Academic Flow, and Math Anxiety among Islamic Senior High School Students

Psympathic Jurnal ilmiah Psikologi ◽

10.15575/psy.v7i2.8474 ◽

2021 ◽

Vol 7 (2) ◽

pp. 315-326

Author(s):

Mutia Herawati ◽

Abdul Muhid ◽

Asep Saepul Hamdani

Keyword(s):

Social Support ◽

High School Students ◽

Self Efficacy ◽

Math Anxiety ◽

Sampling Technique ◽

School Students ◽

Negative Effect ◽

Psychological Scales ◽

Quota Sampling ◽

Almost All

Math anxiety is a crucial problem experienced by almost all students. Due to the math anxiety affects the decreasing of mathematics achievement, many educators and researchers focused to overcome the math anxiety. The purpose of this study is to empirically examine the effects of math self-efficacy, social support, and academic flow on math anxiety. This research used a quantitative approach, by using psychological scales survey as a data collection. The participants of this study were 167 students which were collected using quota sampling technique at two high schools. The results show that there was a simultaneous significant negative effect of math self-efficacy, social support, and academic flow toward math anxiety. In addition, the partial analysis shows that there is no significant effect between math self-efficacy and math anxiety. While social support and academic flow have a significant effect on math anxiety. Thus, social support and academic flow can be used as strong predictors of math anxiety.

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