We present a validation study of fifteen new math anxiety scale items designed to augment the widely-used Revised Mathematics Anxiety Scale (RMARS). While the RMARS and other standard instruments measure students’ anxiety in response to computation, test situations, and math course activities such as buying a textbook or watching a lecture, the new items present scenarios that reflect current pedagogical recommendations for college mathematics classrooms, specifically solving of non-routine problems and explaining thinking to peers. Anxiety in response to these kinds of scenarios we name Problem Solving Anxiety and Explanation Anxiety, respectively. With a survey sample of 132 future teachers enrolled at colleges and universities, we use exploratory factor analyses to demonstrate distinctness of these constructs from existing constructs and provide evidence for construct validity. Cronbach’s alpha for the overall scale, as well as for each dimension individually, are all between 0.9 and .95, indicating internal consistency.

中文翻译：

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测量数学参与焦虑

我们提出了一项十五项新的数学焦虑量表项目的验证研究，这些项目旨在增强广泛使用的修订后的数学焦虑量表（RMARS）。尽管RMARS和其他标准工具可以衡量学生对计算，测试情况和数学课程活动（例如购买教科书或观看讲座）的焦虑程度，但新项目呈现的情景反映了当前针对大学数学教室的教学建议，特别是解决非常规问题，并向同伴解释思想。针对此类情况的焦虑，我们分别将其称为“解决焦虑”和“解释性焦虑”。通过对132名未来在大学中就读的教师的调查样本，我们使用探索性因子分析来证明这些构建体与现有构建体的区别，并为构建体有效性提供证据。总体规模以及各个维度的Cronbach Alpha值都在0.9到.95之间，表明内部一致性。