Math anxiety is inversely related to performance in mathematics beyond individual differences in intelligence and arithmetic abilities. Insights from the German adaptation of the abbreviated math anxiety scale (AMAS).

Autor/inn/en	Schillinger, Frieder L.; Vogel, Stephan E.; Diedrich, Jennifer; Grabner, Roland H.
Titel	Math anxiety is inversely related to performance in mathematics beyond individual differences in intelligence and arithmetic abilities. Insights from the German adaptation of the abbreviated math anxiety scale (AMAS).
Quelle	In: Learning and individual differences, (2018) 61, S. 109-119Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2017.11.014
Schlagwörter	Evaluation; Testreliabilität; Testvalidität; Angst; Intelligenz (Psy); Intelligenzleistung; Angst; Arithmetik; Deutschland; Mathematik; Student; Universität; Evaluation; Defizit; Indikator; Intelligenzleistung; Merkmal; Fortgeschrittenenunterricht; Indikator; Arithmetik; Mathematik; Mathematische Kompetenz; Zahlenverständnis; Universität; Defizit; Merkmal; Student; Deutschland
Abstract	Math anxiety (MA) affects students in various countries and across educational levels. Here, we first evaluated a German adaptation of Abbreviated Math Anxiety Scale (AMAS-G). The AMAS-G was administered to 341 university students as part of a larger test battery, including the assessment of intelligence facets (numerical, figural, verbal) and indicators of math performance (arithmetic fact retrieval, arithmetic procedures, higher-order mathematics). The AMAS-G turned out to be a reliable and valid tool to assess MA. We then further aimed to elucidate the link between MA and math performance by controlling for intelligence differences. Numerical intelligence mediated the relationship between MA and all three indicators of math performance. However, while the relationship between MA and arithmetic fact retrieval was fully mediated by numerical intelligence, MA remained directly related to arithmetic procedures and higher-order mathematics. Results suggest that students with MA show both lower numerical intelligence and specific deficits in mathematics. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/1