الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 101
ﻗﺴﻢ اﻟﻌﻠﻮم اﻟﻨﻔﺴﯿﺔ
أﺣﻤﺪ ﻣﺤﻤﺪ ﻣﺠﺮﯾﺔ.د.أ
ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ – ﺟﺎﻣﻌﺔ ﻗﻄﺮ-أﺳﺘﺎذ ﺑﻘﺴﻢ اﻟﻌﻠﻮم اﻟﻨﻔﺴﯿﺔ- اﻟﻌﻤﯿﺪ اﻟﻤﺴﺎﻋﺪ ﻟﺸﺆون اﻟﺒﺤﺚ واﻟﺪراﺳﺎت اﻟﻌﻠﯿﺎ
amegreya@qu.edu.qa
ORCID
0000-0002-5530-5202
Scopus ID
14832819200
(1) Megreya, A. M., Al‐Emadi, A. A., Al‐Ahmadi, A. M., Moustafa, A. A., & Szűcs, D. (2024).
A large‐scale study on the prevalence of math anxiety in Qatar. British Journal of Educational
Psychology, 94, 539–556. https://doi.org/10.1111/bjep.12662
Math anxiety (MA) is a world-wide appearing academic anxiety that can affect student mental
health and deter students from math and science-related career choices. Using the Arabic version
of the Modified-Abbreviated Math Anxiety Scale (m-AMAS), the prevalence of MA was
investigated in a very large sample of students (N= 10093) from grades 7 to 12 in Qatar. The results
showed better fit to the original two-factor model of the m-AMAS (learning MA and Evaluation
MA) than to a single-factor solution. This two-factor model was also confirmed in each grade.
Notably, the distribution of MA scores was right-skewed, especially for learning MA. Using the
inter-quartiles ranges, norms for MA were provided: a score of ≤ 16 indicates low MA whereas a
score of ≥ 30 identifies high MA. Previous studies conducted in Western countries defined high
math anxious students as those who score above the 90th percentile corresponding to a score of 30
on the m-AMAS. Using this cut-off criterion, the current study found that one-fifth of students in
Qatar were highly math anxious, with a higher proportion of females than males. We also calculated
the percentage of participants selecting each response category for each questionnaire item. Results
showed that attending a long math class was the context that elicited the highest levels of learning
MA. In contrast, having an unexpected math test was the situation that triggered the highest levels
of evaluation MA. Therefore, the prevalence of MA might vary across different cultures.
(2) Megreya, A. M & Al-Emadi, A. A. (2024). The impact of cognitive emotion regulation
strategies on math and science anxieties with or without controlling general anxiety. Scientific
Reports, 14:19726. https://doi.org/10.1038/s41598-024-70705-y
It is well-established that general anxiety associates with the lower use of adaptive emotion
regulation and the higher use of maladaptive emotion regulation. However, no study has previously
investigated the impact of cognitive emotion regulation on academic anxieties. Using a sample of
secondary school students (N = 391), this study examined the impact of cognitive emotion
regulation on math and science anxieties. Math anxiety showed stronger correlations with adaptive
than maladaptive emotion regulation, whereas general anxiety showed stronger correlations with
maladaptive than adaptive emotion regulation. Hierarchical regression analyses showed that math
anxiety was associated with the high uses of acceptance, rumination and other-blame and the low
uses of positive reappraisal and putting into perspective. However, with controlling science and
general anxieties, math anxiety was associated with the high use of rumination and the low use of
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