A Mixture Partial Credit Analysis of Math Anxiety

Autor/inn/en	Ölmez, Ibrahim Burak; Cohen, Allan S.
Titel	A Mixture Partial Credit Analysis of Math Anxiety
Quelle	In: International Journal of Assessment Tools in Education, 5 (2018) 4, S.611-630 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ölmez, Ibrahim Burak) ORCID (Cohen, Allan S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-7456
Schlagwörter	Mathematics Anxiety; Middle School Students; At Risk Students; Self Efficacy; Relevance (Education); Gender Differences; Public Schools; Private Schools; Parent Background; Fathers; Educational Attainment; Grade 6; Grade 7; Foreign Countries; Student Attitudes; Mathematics Skills; Mathematics Instruction; Turkey + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Self-efficacy; Selbstwirksamkeit; Relevance; Relevanz; Geschlechterkonflikt; Public school; Öffentliche Schule; Private school; Privatschule; Elternhaus; Bildungsabschluss; Bildungsgut; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Schülerverhalten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Türkei
Abstract	The purpose of this study was to investigate a new methodology for detection of differences in middle grades students' math anxiety. A mixture partial credit model analysis was used to detect distinct latent classes based on homogeneities in response patterns. The analysis detected two latent classes. Students in Class 1 had less anxiety about "apprehension of math lessons" and "use of mathematics in daily life," and more "self-efficacy for mathematics" than students in Class 2. Students in both classes were similar in terms of "test and evaluation anxiety." Moreover, students in Class 1 were found to be more successful in mathematics, mostly like mathematics and mathematics teachers, and have better educated mothers than students in Class 2. Manifest variables of gender, attending private or public schools, and education levels of fathers did not differ among the latent classes. Characterizing differences between members of each latent class extends recent advances in measuring math anxiety. (As Provided).
Anmerkungen	International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://ijate.net/index.php/ijate
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01