The Arabic version of the modified-abbreviated math anxiety scale: Psychometric properties, gender differences, and associations with different forms of anxiety and math achievement

BackgroundThis study examined the psychometric properties (factor structure, measurement invariance, convergent and criterion validity, inter-correlations, and reliabilities) of an Arabic version of the modified-Abbreviated Math Anxiety Scale (m-AMAS) and gender differences in math anxiety in an Arabic speaking Middle Eastern country, Qatar. MethodsA large sample of students in grade 7 to 10 (N = 731) completed the m-AMAS, three different scales to measure science anxiety, test anxiety, and general anxiety, as well as a scholastic math achievement test. ResultsThe two-factor structure of the m-AMAS was confirmed, with good to adequate reliabilities, and its compositional measurement invariance was established across girls and boys in the four grades. In addition, math anxiety correlated positively with science anxiety, test anxiety, and general anxiety. Regression analyses showed that math anxiety was negatively associated with math achievement, even when test anxiety, science anxiety, and general anxiety were considered. Furthermore, girls showed higher math anxiety than boys. ConclusionThese adequate psychometric properties of the Arabic m-AMAS suggest that the construct of math anxiety has a cross-cultural similarity.

Automated summary

This study examined the psychometric properties of an Arabic version of the modified-Abbreviated Math Anxiety Scale (m-AMAS) and gender differences in math anxiety in Qatar. The study found that the m-AMAS has a two-factor structure with good reliabilities, and its measurement invariance was established across girls and boys in different grades. Math anxiety was positively correlated with science anxiety, test anxiety, and general anxiety, and was negatively associated with math achievement. Girls showed higher levels of math anxiety than boys. These findings suggest a cross-cultural similarity in the construct of math anxiety.