The Abbreviated Math Anxiety Scale (AMAS) is commonly used to compare groups on math anxiety. Group comparisons should however be preceded by a demonstration of metric and scalar measurement invariance, which is currently only available for undergraduate students in the USA. This study tested for metric and scalar measurement invariance of AMAS scores across sexes and age groups and investigated reliability and validity evidence. Dutch secondary school students (N = 1504) and university students (N = 629) completed the AMAS and reported their math grades. Subsamples also completed questionnaires on related (e.g., trait anxiety) and unrelated constructs (e.g., anxiety for learning a foreign language). Results of multi-group Confirmatory Factor Analyses showed the 2-factor structure that was detected in earlier studies and supported partial metric and scalar invariance, although cross-loadings for one item were included for the female university students group to improve model fit. Reliability ranged from acceptable to good and validity was supported.

缩写数学焦虑量表（AMAS）通常用于比较组的数学焦虑。然而，组比较之前应该演示度量和标量测量不变性，目前仅适用于美国的本科生。本研究测试了跨性别和年龄组的 AMAS 分数的度量和标量测量不变性，并调查了可靠性和有效性证据。荷兰中学生（N = 1504）和大学生（N= 629) 完成了 AMAS 并报告了他们的数学成绩。子样本还完成了有关相关（例如，特质焦虑）和无关结构（例如，学习外语的焦虑）的问卷调查。多组验证性因素分析的结果显示了在早期研究中检测到的 2 因素结构，并支持部分度量和标量不变性，尽管女大学生组包括一项交叉加载以提高模型拟合度。可靠性范围从可接受到良好，并支持有效性。