@ARTICLE{Szczygieł_Monika_How_2019,
 author={Szczygieł, Monika},
 volume={vol. 50},
 number={No 4},
 journal={Polish Psychological Bulletin},
 pages={303-315},
 howpublished={online},
 year={2019},
 publisher={Committee for Psychological Science PAS},
 abstract={Starting in the early years of education, math anxiety is negatively related to mathematic outcomes, therefore there is a need for its adequate measurement in young children. This study presents the psychometric properties of the modified Abbreviated Math Anxiety Scale for Elementary Children (mAMAS-E) for first- to third-grade children based on mAMAS. The validity of mAMAS-E was determined by a series of tests. The analysis confirmed its two-factor structure (Testing and Learning), positive relationships between mAMAS-E and math, general, and test anxiety, and a negative relationship with mathematical achievement. Children with a high level of math self-esteem and math self-confidence (but not Polish language self-esteem and self-confidence) have lower math anxiety in comparison to those with a moderate level. The results also indicate that girls have a higher level of math anxiety than boys. The validity and internal consistency of mAMAS-E are satisfactory; therefore, mAMAS-E may be a recommendable questionnaire for measuring math anxiety in young children.},
 type={Article},
 title={How to measure math anxiety in young children? Psychometric properties of the modified Abbreviated Math Anxiety Scale for Elementary Children (mAMAS-E)},
 URL={http://ochroma.man.poznan.pl/Content/114419/PDF/PPB%204-19%203%20Szczygie%C5%82.pdf},
 doi={10.24425/ppb.2019.131003},
 keywords={math anxiety, mAMAS-E, mAMAS, assessment, early school age},
}