A Mixture Partial Credit Analysis of Math Anxiety

Yıl 2018, , 611 - 630, 16.12.2018

İbrahim Burak Ölmez , Allan S. Cohen

https://doi.org/10.21449/ijate.455175

Cited By: 4

Öz

The
purpose of this study was to investigate a new methodology for detection of
differences in middle grades students’ math anxiety. A mixture partial credit
model analysis was used to detect distinct latent classes based on
homogeneities in response patterns. The analysis detected two latent classes.
Students in Class 1 had less anxiety about apprehension
of math lessons and use of
mathematics in daily life, and more self-efficacy
for mathematics than students in Class 2. Students in both classes were
similar in terms of test and evaluation
anxiety. Moreover, students in Class 1 were found to be more successful in
mathematics, mostly like mathematics and mathematics teachers, and have better
educated mothers than students in Class 2. Manifest variables of gender,
attending private or public schools, and education levels of fathers did not
differ among the latent classes. Characterizing differences between members of
each latent class extends recent advances in measuring math anxiety.

Anahtar Kelimeler

Math anxiety, Middle grades students, Mixture partial credit model

A Mixture Partial Credit Analysis of Math Anxiety

Öz

The purpose of this study was to investigate a new methodology for detection of differences in middle grades students’ math anxiety. A mixture partial credit model analysis was used to detect distinct latent classes based on homogeneities in response patterns. The analysis detected two latent classes. Students in Class 1 had less anxiety about apprehension of math lessons and use of mathematics in daily life, and more self-efficacy for mathematics than students in Class 2. Students in both classes were similar in terms of test and evaluation anxiety. Moreover, students in Class 1 were found to be more successful in mathematics, mostly like mathematics and mathematics teachers, and have better educated mothers than students in Class 2. Manifest variables of gender, attending private or public schools, and education levels of fathers did not differ among the latent classes. Characterizing differences between members of each latent class extends recent advances in measuring math anxiety.

Anahtar Kelimeler

Math anxiety, Middle grades students, Mixture partial credit model

Kaynakça

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