Psychometric Properties, Factor Structure, and Gender and Educational Level Invariance of the Abbreviated Math Anxiety Scale (AMAS) in Spanish Children and Adolescents

Martín-Puga, M. Eva; Justicia-Galiano, M. José; Gómez-Pérez, M. Mar; Pelegrina, Santiago

doi:10.1177/1073191120980064

Cited by 14 publications

(6 citation statements)

References 54 publications

(147 reference statements)

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“…However, the two‐factor structure looked somewhat different for girls than it did for boys (i.e., there was a lack of configural invariance), which suggests that math anxiety may function differently for boys and girls. This is consistent with prior work on gender invariance for the AMAS, which indicates mixed results for obtaining gender invariance with this measure (see Martin‐Puga et al., 2022 for a review). Future research should continue to explore both the factor structure and tenability of gender invariance in measurements of math anxiety in samples of varying age.…”

Section: Discussionsupporting

confidence: 89%

The Roles of Gender Identity, Peer Support, and Math Anxiety in Middle School Math Achievement

John

Insouvanh

Robnett

2022

J of Research on Adolesc

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The current study explored the relationships between three components of gender identity, peer support, math anxiety, and math outcomes in a sample of middle school students (N = 295). Separate path analyses were conducted for girls and boys. For boys, gender contentedness was related to higher math grades through a reduction in evaluation math anxiety. For girls, felt pressure was related to a reduction in self reported math grades through an increase in learning math anxiety. In addition, peer support in math was associated with lower learning math anxiety and higher math grades for girls, whereas peer support in math was not associated with math anxiety or math outcomes for boys. Implications for future research and education interventions are discussed.

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Section: Discussionsupporting

confidence: 89%

The Roles of Gender Identity, Peer Support, and Math Anxiety in Middle School Math Achievement

John

Insouvanh

Robnett

2022

J of Research on Adolesc

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“…Items to be freed for partial invariance analyses were chosen based on their univariate modification indices, and also on the Lagrange multiplier test. This test shows the effect of releasing an equality constraint simultaneously between groups (Martín-Puga et al, 2020;Rosseel, 2012). Gender and age group differences were assessed if at least 50% of the items comprising a given factor were invariant (Steenkamp & Baumgartner, 1998;Vandenberg & Lance, 2000).…”

Section: Statistical Analysesmentioning

confidence: 99%

Moral emotions in early childhood: Validation of the Moral Emotions Questionnaire (MEQ)

Silva

Ketelaar

Veiga

et al. 2022

International Journal of Behavioral Development

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Moral emotions are experienced in daily life and are crucial for mediating appropriate social behaviors, as they prevent individuals from committing transgressions. In this study, caregivers of 377 children aged between 2.5 and 6.5 years old completed the Moral Emotions Questionnaire (MEQ), a parent report aimed to separately identify the presence of shame, guilt, and pride behaviors in early childhood. To validate this newly developed questionnaire, a confirmatory factor analysis and measurement invariance were conducted, and internal consistency, and concurrent validity were tested. Outcomes confirmed that the three moral emotions can be individually identified through the MEQ, even at such an early age. The MEQ scales showed acceptable internal consistencies and the associations between the three moral emotions and externalizing behaviors, internalizing behaviors, and social competence were in accordance with previous research, therefore confirming concurrent validity.

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“…The selection of the items to be freed was based on their univariate MI, and the Lagrange multiplier test, which shows the effect of releasing an equality constraint simultaneously between groups (e.g. Martín‐Puga et al., 2022; Rosseel, 2012). The group differences were assessed when at least 50% of the items within one factor were invariant (Steenkamp & Baumgartner, 1998).…”

Section: Methodsmentioning

confidence: 99%

Moral emotions in early childhood: Validation of the Chinese moral emotion questionnaire

Tsou

et al. 2022

Social Development

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Moral emotions such as pride, guilt and shame play an important role in the social-emotional development of preschool children. However, there are not many instruments available for measuring moral emotions in the preschool age. Moreover, relatively few research had examined cross-cultural validity of measures for moral emotions. The present study tested the Chinese version of the Moral emotion questionnaire (MEQ) upon a group of (N = 182) Chinese preschool children aged from 2 to 6 years. The Chinese MEQ is a parent-report translated from Dutch, assessing behavioural responses of pride, guilt and shame in preschool children. Confirmatory factor analysis showed satisfactory goodnessof-fit indexes for a three-factor structure (Pride, Guilt, Shame) with 15 loading items. For concurrent relations, the results suggested an adaptive role of pride and guilt and a maladaptive role of shame in the social-emotional development of preschool children. We could conclude that the 15-item Chinese MEQ is a valid and reliable instrument for measuring pride, guilt, and shame in 2-6-year-old children in the Chinese context.

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Psychometric Properties, Factor Structure, and Gender and Educational Level Invariance of the Abbreviated Math Anxiety Scale (AMAS) in Spanish Children and Adolescents

Cited by 14 publications

References 54 publications

The Roles of Gender Identity, Peer Support, and Math Anxiety in Middle School Math Achievement

The Roles of Gender Identity, Peer Support, and Math Anxiety in Middle School Math Achievement

Moral emotions in early childhood: Validation of the Moral Emotions Questionnaire (MEQ)

Moral emotions in early childhood: Validation of the Chinese moral emotion questionnaire

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