中學生數學焦慮量表之建構與驗證

Construction and Validation of a Mathematics Anxiety Scale for Secondary School Students

10.6173/CJSE.202406_32(2).0004

陳盈如(Ying-Ju Chen)；左太政(Tai-Cheng Tso)；劉嘉茹(Chia-Ju Liu)

數學考試 ； 數學焦慮 ； 數學概念 ； 數學學習 ； Mathematics Exams ； Mathematics Anxiety ； Mathematics Concepts ； Mathematics Learning

科學教育學刊

32卷2期（2024 / 06 / 01）

207 - 231

繁體中文;英文

本研究旨在編製中學生之「數學焦慮量表」。研究目的是透過驗證性因素分析與複核效度檢驗來測試開發和驗證適合測量中學生數學焦慮之工具，稱為中等教育數學焦慮評估量表。本研究量表發展與驗證的過程經過專家效度考驗，24道初擬試題經由專家建議修正之後施測，蒐集自1,512名中學生之填答數據，透過項目分析、探索性因素分析、驗證性因素分析及複核效度檢驗等四種統計分析方式，驗證所開發之數學焦慮量表。首先，經項目分析與探索性因素分析結果獲得三個因素，符合預試量表之三個構面，共刪除10道不良題目，保留14道題目，整體信度為.930。接續驗證性因素分析，再刪除2道題目，保留12道題目，最後經複核效度檢驗，結果證實了此量表之三個因素結構與樣本資料（估計樣本及效度樣本）具有最佳適配（χ^2 = 150.659，χ^2/df = 2.954，CFI = .985，RMSEA = .046，TLI =.981，SRMR = .034）。即此數學焦慮量表包括「數學學習焦慮」、「數學考試焦慮」及「數學概念焦慮」三個潛在因素不僅符合文獻回顧之理論架構，並可作為評估學生所持有數學焦慮之個別差異的測量工具，在心理測量上亦獲得合理且良好的12道題項之驗證。

This study aims to develop the "Mathematical Anxiety Scale," intending to create and validate an instrument suitable for measuring mathematical anxiety in secondary school students through confirmatory factor analysis and cross-validation. Termed the Secondary Education Mathematical Anxiety Assessment Scale, the development and validation of the scale underwent expert validity examination. Twenty-four preliminary items, revised based on expert suggestions, were administered to 1512 secondary school students. The validation process employed four statistical analysis methods, including item analysis, exploratory factor analysis, confirmatory factor analysis, and cross-validation checks. The factor analysis results revealed three factors consistent with the three dimensions of the preliminary scale. After eliminating 12 problematic items, 12 items were retained, yielding an overall reliability of .930. Cross-validation checks confirmed the optimal fit of the three-factor structure of the developed Mathematical Anxiety Scale with the sample data (estimated sample and validity sample) (χ^2 = 150.659, χ^2/df = 2.954, CFI = .985, RMSEA = .046, TLI = .981, SRMR = .034). Thus, the scale comprises three latent factors: "Math Learning Anxiety," "Math Test Anxiety," and "Math Concept Anxiety." These factors not only align with the theoretical framework from the literature review but also serve as a reliable and valid measurement tool for assessing individual differences in students' mathematical anxiety, obtaining reasonable and sound validation for the 12 scale items in psychometrics.