scholarly journals Factor structure and convergent validity of the math anxiety questionnaire for high school students

2018 ◽  
Vol 67 (1) ◽  
pp. 113-128 ◽  
Author(s):  
Ilija Milovanović ◽  
Jasmina Kodžopeljić
Keyword(s):  
High School ◽  
High School Students ◽  
Factor Structure ◽  
Convergent Validity ◽  
Math Anxiety ◽  
School Students ◽  
Anxiety Questionnaire

Factor structure and convergent validity of the Conflict Tactics Scale in high school students.

1999 ◽  
Vol 11 (4) ◽  
pp. 546-555 ◽  
Author(s):  
Michele Cascardi ◽  
Sarah Avery-Leaf ◽  
K. Daniel O'Leary ◽  
Amy M. Smith Slep
Keyword(s):  
High School ◽  
High School Students ◽  
Factor Structure ◽  
Convergent Validity ◽  
School Students ◽  
Conflict Tactics Scale ◽  
Conflict Tactics

Conservatism of Israeli Junior High School Students: Interethnic Differences

1989 ◽  
Vol 65 (2) ◽  
pp. 635-641 ◽  
Author(s):  
Yaacov J. Katz
Keyword(s):  
High School ◽  
High School Students ◽  
Factor Structure ◽  
School Children ◽  
Junior High School ◽  
Junior High ◽  
Ethnic Origin ◽  
Junior High School Students ◽  
School Students ◽  
Cultural Validity

The aims of the study were (a) to establish the factor structure characterizing Israeli junior high school students of Western and Oriental ethnic origin on the Children's Scale of Social Attitudes, (b) to compare the Israeli factor structure with those for school children from other societies, and (c) to examine whether the Israeli school children's factor structure resembled those for Israeli adults as well as for adults from other societies. Analysis indicated that Israeli junior high school children from both Western and Oriental ethnic groups were characterized by similar factors of general conservatism, namely, Religion, Antihedonism, and Punitiveness, although the Orientals were more conservative on these factors than the Westerners. In addition, the present factor structure resembled those for groups of school children as well as adults from other societies, reconfirming that factors of general conservatism have cross-cultural validity.

STEM Stereotypes and High School Students’ Math/Science Career Goals

2016 ◽  
Vol 25 (4) ◽  
pp. 585-600 ◽  
Author(s):  
Patton O. Garriott ◽  
Kristin M. Hultgren ◽  
Julian Frazier
Keyword(s):  
High School ◽  
High School Students ◽  
Factor Structure ◽  
Self Efficacy ◽  
Career Goals ◽  
Equation Modeling ◽  
School Students ◽  
Negative Stereotypes ◽  
Science Career ◽  
Science Interests

This study examined negative stereotypes of science, technology, engineering, and mathematics (STEM) professionals as predictors of math/science interests and career goals in a sample of high school students. In a scale development study, results of an exploratory factor analysis ( N = 341) indicated a single-factor structure best represented items for the Math and Science Stigma (MASS) Scale—a measure of negative stereotypes of STEM professionals. In a follow-up study, structural equation modeling was used to confirm the factor structure of the MASS. Further analyses showed that a model with STEM stereotypes depicted as a proximal contextual barrier to math/science career interests and goals fit the data well. STEM stereotypes were a significant predictor of math/science self-efficacy, math/science self-efficacy was a significant predictor of math/science interests, and interests predicted math/science career goals. The relationship between STEM stereotypes and math/science interests was explained by self-efficacy. Results are discussed in terms of decreasing negative stereotypes of STEM professionals and enhancing high school students’ interests in STEM careers.

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