الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 102
positive reappraisal. In contrast, science anxiety was associated with the high uses of acceptance
and other-blame and the low use of positive reappraisal. Importantly, however, with controlling
math and general anxieties, those science anxiety associations did not remain. Accordingly, these
results might provide important insights for the specificity, etiology, and intervention of math
anxiety.
(3) Megreya, A. M. & Al-Emadi, A. A. (2023). The impacts of math anxiety, science anxiety,
and gender on Arts versus Sciences choices in Qatari secondary schools. PeerJ, 11, e14510. DOI
10.7717/peerj.14510
Previous studies showed small-to-moderate associations between students’ performances in math
and science and math anxiety and science anxiety, respectively. Accordingly, the high prevalence
of these two forms of topic anxiety represent severe obstructions to the worldwide demand calling
for improving the quality of math and science achievements and, subsequently, increasing career
success in science, technology, engineering, and math (STEM) domains. Therefore, this study
examined math anxiety and science anxiety among female and male students who were enrolled in
Sciences vs Arts tracks in Grades 11 and 12 in a Middle Eastern Arabic-speaking country (Qatar),
and investigated how gender, math anxiety and science anxiety could predict this enrollment.
Results showed that students in the Arts track experienced higher levels of math anxiety and science
anxiety than those in the Sciences track, regardless of the students’ gender. However, a binary
logistic regression analysis showed that science learning anxiety, but not evaluation science anxiety
nor math learning or evaluation anxieties, significantly predicts students’ enrollment in Arts and
Sciences tracks. Therefore, STEM career success is associated with good knowledge of STEM
domains and positive emotions towards math and science.
(4) Megreya, A. M., Al-Emadi, A. A., & Moustafa, A. A. (2023). The Arabic version of the
Modified-Abbreviated Math Anxiety Scale: Psychometric properties, gender differences, and
associations with different forms of anxiety and math achievement. Frontiers in Psychology, 13,
919764. DOI: 10.3389/fpsyg.2022.919764
Background: This study examined the psychometric properties (factor structure, measurement
invariance, convergent and criterion validity, inter-correlations, and reliabilities) of an Arabic
version of the modified-Abbreviated Math Anxiety Scale (m-AMAS) and gender differences in
math anxiety in an Arabic speaking Middle Eastern country, Qatar.
Methods: A large sample of students in grade 7 to 10 (N = 731) completed the m-AMAS, three
different scales to measure science anxiety, test anxiety, and general anxiety, as well as a scholastic
math achievement test.
Results: The two-factor structure of the m-AMAS was confirmed, with good to adequate
reliabilities, and its compositional measurement invariance was established across girls and boys
in the four grades. In addition, math anxiety correlated positively with science anxiety, test anxiety,
and general anxiety. Regression analyses showed that math anxiety was negatively associated with
math achievement, even when test anxiety, science anxiety, and general anxiety were considered.
Furthermore, girls showed higher math anxiety than boys.
Conclusion: These adequate psychometric properties of the Arabic m-AMAS suggest that the
construct of math anxiety has a cross-cultural similarity.
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