Confirmatory Factor Analysis Of The Math Anxiety Rating Scale–Revised

By D. Hopko. 2003

154 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9912bc38aaef29c3e60f77a9ea8aa898e1032838

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Dénes Szűcs
2. Amy Devine
3. Francesca Hill
4. A. Dowker
5. E. Carey
6. C. Looi
7. Amar Sarkar
8. A. Moore

In Social Psychology

1. Dénes Szűcs
2. Amy Devine
3. Francesca Hill
4. E. Carey
5. Mark LaVenia
6. A. Moore
7. D. Clark-Carter
8. Angela Heine

Citations in the corpus

• The Construct Validation of the Math Anxiety Scale for Teachers (2019, methodology): “42) between teachers’ own math anxiety, measured by the Math Anxiety Rating Scale–Revised (MARS-R; Hopko, 2003), and their ATM, measured by an instrument that they adapted from the MARS-R.”
• Cognitive and Emotional Math Problems Largely Dissociate: Prevalence of Developmental Dyscalculia and Mathematics Anxiety (2017, methodology): “Math anxiety was measured using the mAMAS (Devine et al., 2012; Zirk-Sadowski et al., 2014), a version of the nine-item AMAS self-report questionnaire (Hopko et al., 2003) that was modified for British students.”
• Non-commercial Research and Educational Use including without Limitation Use in Instruction at Your Institution, Sending It to Specific Colleagues That You Know, and Providing a Copy to Your Institution's Administrator. All Other Uses, Reproduction and Distribution, including without Limitation Comm (2005, unknown): “All these methods require considerable A u t h o r ' s p e r s o n a l”
• Mathematics Anxiety: What Have We Learned in 60 Years? (2016, methodology): “…whose psychometric properties have been most frequently assessed is the MARS, in its original form and in various adaptations, and it has been consistently found to be highly reliable (e.g., Plake and Parker, 1982; Suinn et al., 1972; Levitt and Hutton, 1984; Suinn and Winston, 2003; Hopko, 2003).”
• Mathematics Anxiety and Its Development in the Course of Formal Schooling—A Review (2013, methodology): “A recent confirmatory factor analysis however, documented a remarkably poor model-to-data fit for the two-factor structure (Hopko, 2003).”
• Mathematics Anxiety and the Affective Drop in Performance (2009, background): “3 SD higher on math anxiety scales (Hembree, 1990; Hopko, 2003) than males, although it is still not clear that they display greater disruption in math performance as a consequence of this.”
• A confirmatory factor analysis of Attitudes Toward Mathematics Inventory (ATMI) (2013, unknown): “There is disagreement in the literature about the criteria used to establish goodness of fit (Hopko, 2003).”
• The Development and Part Validation of a U.K. Scale for Mathematics Anxiety (2011, methodology): “This item appeared on the original MARS and the revised version proposed by Hopko (2003).”
• Teacher Immediacy and Decreased Student Quantitative Reasoning Anxiety: The Mediating Effect of Perception (2015, background): “Hopko (2003) reported that the measure had good concurrent and content validity.”