02048nam a22002057a 4500 20240108103105.0 240108b ||||| |||| 00| 0 eng d 0022-0973 Klee, Holly L. Mathematics Anxiety, Self-Concept, and Self-Efficacy : A Multidimensional Scaling Consideration of Measures (Journal Article) USA : Taylor and Francis Group , September 2023 494-516p. The Journal of Experimental Education , Volume 91: Number 3, 2023 ***______{For Hard Copy, Please visit Library.}________*** Abstract: Social cognitive theory suggests students with low mathematics self-concept and low mathematics self-efficacy often display high mathematics anxiety. A better understanding of the antecedents of mathematics anxiety could lead to more effective interventions. However, findings from empirical research examining mathematics self-concept and self-efficacy as related to mathematics anxiety are inconsistent, perhaps due to overlapping definitions and operationalization. We investigated the relations of mathematics anxiety, self-concept, and self-efficacy using multidimensional scaling. Attention was given to the relationships across varying levels of specificity of self-efficacy (e.g., course, task, and problem). Participants were undergraduate students in an introductory quantitative reasoning course (N = 457). We found that mathematics self-efficacy occupied a distinct space, but there is considerable overlap in the areas of mathematics anxiety and self-concept. This study contributes to the literature on how these constructs are defined operationally and provides guidance on the use of measures for future studies on the antecedents of mathematics anxiety. Mathematics anxiety| self-concept| self-efficacy| multidimensional scaling| social cognitive theory Miller, Angela D.| Buehl, Michelle M. https://doi.org/10.1080/00220973.2021.2024788 PER 0 0 0 0 RIEBPL RIEBPL 2024-01-08 0 2024-01-08 00:00:00 2024-01-08 PER 45039 45038