The Abbreviated Math Anxiety Scale (AMAS): New psychometric evidence in Peruvian adolescents
Objective: Mathematics is a fundamental subject in school education; however, it can generate anxiety that negatively impacts attitudes and academic performance. Reports show that achievement levels are low in Peru. The objective of this study was to analyse the psychometric properties of the Abbrev...
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2026
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| author | Julisa Quiroz-Becerra Lindsey W. Vilca Aaron Travezaño-Cabrera |
| author_browse | Aaron Travezaño-Cabrera Julisa Quiroz-Becerra Lindsey W. Vilca |
| author_facet | Julisa Quiroz-Becerra Lindsey W. Vilca Aaron Travezaño-Cabrera |
| author_sort | Julisa Quiroz-Becerra |
| collection | Producción científica |
| description | Objective: Mathematics is a fundamental subject in school education; however, it can generate anxiety that negatively impacts attitudes and academic performance. Reports show that achievement levels are low in Peru. The objective of this study was to analyse the psychometric properties of the Abbreviated Mathematical Anxiety Scale in secondary school students in Peru. Method: The sample consisted of 416 Peruvian high school students from 11 to 18 years of age. Along with the AMAS, various models were tested using confirmatory factor analysis, and validity based on the relationship with other variables was studied through structural equation modelling. Reliability was estimated using Cronbach’s a and McDonald’s w coefficients. Results: Confirmatory factor analysis demonstrated that the two-dimensions related model presented acceptable fit indices. On the other hand, it was demonstrated that the scale presents validity based on the relationship with other variables such as academic self-efficacy, depression, anxiety, and stress. Likewise, it was found that the scale presents adequate reliability values in both dimensions: learning anxiety towards mathematics and evaluation anxiety towards mathematics. Conclusion: The results of this study confirm that the Abbreviated Mathematics Anxiety Scale is a useful instrument for measuring mathematics anxiety in high school students in a Peruvian context. |
| format | Article |
| id | openalex:W7165968647 |
| institution | UPeU |
| language | English |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
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| spelling | openalex:W7165968647The Abbreviated Math Anxiety Scale (AMAS): New psychometric evidence in Peruvian adolescentsJulisa Quiroz-BecerraLindsey W. VilcaAaron Travezaño-Cabreramathematics anxietypsychometric validationhigh school studentsstudent anxietyassessment anxietyacademic self-efficacydepressionstressPeruvian adolescentsEducation, Achievement, and GiftednessAnxiety, Depression, Psychometrics, Treatment, Cognitive ProcessesStudent Stress and CopingObjective: Mathematics is a fundamental subject in school education; however, it can generate anxiety that negatively impacts attitudes and academic performance. Reports show that achievement levels are low in Peru. The objective of this study was to analyse the psychometric properties of the Abbreviated Mathematical Anxiety Scale in secondary school students in Peru. Method: The sample consisted of 416 Peruvian high school students from 11 to 18 years of age. Along with the AMAS, various models were tested using confirmatory factor analysis, and validity based on the relationship with other variables was studied through structural equation modelling. Reliability was estimated using Cronbach’s a and McDonald’s w coefficients. Results: Confirmatory factor analysis demonstrated that the two-dimensions related model presented acceptable fit indices. On the other hand, it was demonstrated that the scale presents validity based on the relationship with other variables such as academic self-efficacy, depression, anxiety, and stress. Likewise, it was found that the scale presents adequate reliability values in both dimensions: learning anxiety towards mathematics and evaluation anxiety towards mathematics. Conclusion: The results of this study confirm that the Abbreviated Mathematics Anxiety Scale is a useful instrument for measuring mathematics anxiety in high school students in a Peruvian context.Articlehttps://doi.org/10.14349/sumapsi.2026.v33.n1.3https://dialnet.unirioja.es/descarga/articulo/10820701.pdfhttps://dialnet.unirioja.es/servlet/oaiart?codigo=10820701W7165968647enSuma Psicológica0121-43812145-97972026-01-01 |
| spellingShingle | mathematics anxiety psychometric validation high school students student anxiety assessment anxiety academic self-efficacy depression stress Peruvian adolescents Education, Achievement, and Giftedness Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes Student Stress and Coping Julisa Quiroz-Becerra Lindsey W. Vilca Aaron Travezaño-Cabrera The Abbreviated Math Anxiety Scale (AMAS): New psychometric evidence in Peruvian adolescents |
| title | The Abbreviated Math Anxiety Scale (AMAS): New psychometric evidence in Peruvian adolescents |
| title_full | The Abbreviated Math Anxiety Scale (AMAS): New psychometric evidence in Peruvian adolescents |
| title_fullStr | The Abbreviated Math Anxiety Scale (AMAS): New psychometric evidence in Peruvian adolescents |
| title_full_unstemmed | The Abbreviated Math Anxiety Scale (AMAS): New psychometric evidence in Peruvian adolescents |
| title_short | The Abbreviated Math Anxiety Scale (AMAS): New psychometric evidence in Peruvian adolescents |
| title_sort | abbreviated math anxiety scale amas new psychometric evidence in peruvian adolescents |
| topic | mathematics anxiety psychometric validation high school students student anxiety assessment anxiety academic self-efficacy depression stress Peruvian adolescents Education, Achievement, and Giftedness Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes Student Stress and Coping |
| topic_facet | mathematics anxiety psychometric validation high school students student anxiety assessment anxiety academic self-efficacy depression stress Peruvian adolescents Education, Achievement, and Giftedness Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes Student Stress and Coping |
| url | https://doi.org/10.14349/sumapsi.2026.v33.n1.3 https://dialnet.unirioja.es/descarga/articulo/10820701.pdf https://dialnet.unirioja.es/servlet/oaiart?codigo=10820701 |
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