Detecting Math Anxiety with a Mixture Partial Credit Model [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).

Autor/inn/en	Ölmez, Ibrahim Burak; Cohen, Allan S.
Titel	Detecting Math Anxiety with a Mixture Partial Credit Model [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematics Anxiety; Middle School Students; Models; Relevance (Education); Self Efficacy; Success; Mathematics Teachers; Student Attitudes; Mothers; Parent Background; Educational Attainment; Foreign Countries; Grade 6; Grade 7; Likert Scales; Student Characteristics; Factor Analysis; Probability; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Analogiemodell; Relevance; Relevanz; Self-efficacy; Selbstwirksamkeit; Erfolg; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Mother; Mutter; Elternhaus; Bildungsabschluss; Bildungsgut; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Likert-Skala; Faktorenanalyse; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Statistische Analyse; Türkei
Abstract	The purpose of this study was to investigate a new methodology for detection of differences in middle grades students' math anxiety. A mixture partial credit model analysis revealed two distinct latent classes based on homogeneities in response patterns within each latent class. Students in Class 1 had less anxiety about apprehension of math lessons and use of mathematics in daily life, and more self-efficacy for mathematics than students in Class 2. Moreover, students in Class 1 were found to be more successful in mathematics, mostly like mathematics and mathematics teachers, and have better educated mothers in comparison to students in Class 2. However, gender, attending private or public schools, and education levels of fathers did not appear to differ between the classes. Capturing such fine-grained information extends recent advances in measuring math anxiety. [For complete proceedings, see ED581294.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01