: A Multidimensional Scaling Consideration of Measures (Journal Article) Klee, Holly L. creator Miller, Angela D.| Buehl, Michelle M. text USA , September 2023 monographic eng

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494-516p. 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. ***______{For Hard Copy, Please visit Library.}________*** Mathematics anxiety| self-concept| self-efficacy| multidimensional scaling| social cognitive theory 0022-0973 https://doi.org/10.1080/00220973.2021.2024788 https://doi.org/10.1080/00220973.2021.2024788 240108 20240108103105.0