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BRIEF RESEARCH REPORT article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1485753

Psychometric properties of AMAS and math anxiety prevalence among Chinese and Russian schoolchildren: a comparative study

Provisionally accepted
Du Linna Du Linna 1Wang Xinghua Wang Xinghua 1Yu Haiying Yu Haiying 1*Anna Pavlova Anna Pavlova 2Victoria Ismatullina Victoria Ismatullina 3Artem Malykh Artem Malykh 4Pavel Kolyasnikov Pavel Kolyasnikov 4Sergey Malykh Sergey Malykh 2
  • 1 Mudanjiang Normal University, Mudanjiang, China
  • 2 Сenter for Interdisciplinary Research in the Educational Sciences, Russian Academy of Education, Moscow, Moscow Oblast, Russia
  • 3 Psychological Institute of RAE, Moscow, Moscow Oblast, Russia
  • 4 Ural Federal University, Yekaterinburg, Sverdlovsk Oblast, Russia

The final, formatted version of the article will be published soon.

    The purpose of the study was to compare the prevalence of math anxiety in Russian and Chinese schoolchildren across genders and ages. Abbreviated Math Anxiety Scale (AMAS) was used as a measurement tool for math anxiety. Factor structure of AMAS and item invariance for Russian and Chinese schoolchildren were measured. 4292 Russian (54% girls, M = 13.7, SD = 1.21) and 3410 Chinese (48% girls, M = 12.7, SD = 1.21, Me = 13.0) school students participated in the study. Bifactor model of AMAS fit the data best for both countries. AMAS items were invariant for Chinese and Russian schoolchildren. Overall, Russian schoolchildren demonstrated higher math anxiety across all ages and math anxiety subscales, except for ages 14-15, during which Chinese schoolchildren demonstrated higher learning math anxiety. For Chinese schoolchildren, both learning and evaluation math anxiety increased with age, and for Russian schoolchildren math evaluation anxiety increased, while learning math anxiety decreased with age. Gender differences were observed in both countries with earlier onset for Chinese schoolchildren.

    Keywords: AMAS, Math Anxiety, Schoolchildren, psychometric properties, cross-cultural comparison

    Received: 24 Aug 2024; Accepted: 02 Dec 2024.

    Copyright: © 2024 Linna, Xinghua, Haiying, Pavlova, Ismatullina, Malykh, Kolyasnikov and Malykh. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Yu Haiying, Mudanjiang Normal University, Mudanjiang, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.