000			02048nam a22002057a 4500
005			20240108103105.0
008			240108b ||||| |||| 00| 0 eng d
022			_a0022-0973
100			_aKlee, Holly L.
245			_aMathematics Anxiety, Self-Concept, and Self-Efficacy _b: A Multidimensional Scaling Consideration of Measures (Journal Article)
260			_aUSA _:: Taylor and Francis Group _c, September 2023
300			_a494-516p.
440			_aThe Journal of Experimental Education _v, Volume 91: Number 3, 2023
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: 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.
650			_aMathematics anxiety| self-concept| self-efficacy| multidimensional scaling| social cognitive theory
700			_aMiller, Angela D.| Buehl, Michelle M.
856			_uhttps://doi.org/10.1080/00220973.2021.2024788
942			_cPER
999			_c45039 _d45038