An investigation of the validity and reliability of the adapted mathematics anxiety rating scale-short version (MARS-SV) among Turkish students

Baloğlu, Mustafa
This study adapted the Mathematics Anxiety Rating Scale-Short Version (MARS-SV) into Turkish and investigated the validity and reliability of the adapted instrument. Twenty-five bilingual experts agreed on the language validity, and 49 Turkish language experts agreed on the conformity and understandability of the scale's items. Thirty-two subject matter experts' responses provided evidence for content validity. Finally, 475 college students (51.58% men) responded to the adapted scale. Based on the existing literature, several models were specified and estimated. Confirmatory factor analyses showed that only five-factor model provided fit to the data (all fit indices exceeded 0.90). Standardized factor loadings were found all positive, significant, and ranged from 0.40 to 0.78. Factors are named as the Mathematics Test Anxiety, Course Anxiety, Computation Anxiety, Application Anxiety, and Social Anxiety. All subscales were significantly correlated with the total scale score as well as among themselves. It was concluded that the adapted scale measures the construct of mathematics anxiety in Turkish college student populations.


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YILMAZ, ARİF; ŞAHİN, FİGEN; Buldu, Mehmet; ÜLKER ERDEM, AYÇA; EZMECİ, FULYA; Somer Olmez, Berrin; Aydos, Emine Hande; Buldu, Elif; Unal, Hazal Begum; Aras, Selda; Buldu, Metehan; AKGÜL, ESRA (Springer Science and Business Media LLC, 2020-09-01)
This study examined the challenges of pedagogical documentation from the perspectives of Turkish early childhood teachers. Pedagogical documentation was initially introduced as a teaching, learning, and assessment tool in early childhood education settings in Turkey through a three-year project. A total of 22 early childhood teachers working in a variety of early childhood programs participated in the study. Data were gathered via semi-structured and focus group interviews at the end of an intervention on t...
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Sendil, Cagla Oneren; Erden, Feyza (Informa UK Limited, 2019-07-04)
Research Findings: This study explores the beliefs, self-reported practices, and observed practices of Turkish preschool teachers toward children's peer relationship problems as well as the gap between their beliefs and practices. Five female teachers of 5-year-old children were selected as participants for this multiple case study. Approximately 79 hr of observation was conducted on the children's daily routines and activities in a natural classroom environment, which specifically included the teachers' pr...
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Altun, Dilek; Erden, Feyza; Snow, Catherine E (Wiley, 2018-11-01)
This study aimed to investigate the characteristics of preschoolers' home and classroom literacy environments and the relationships between receptive and expressive vocabulary, phonological awareness, and concepts about print (CAP) development. The participants were 168 parents and their children from five private preschools in a large suburban area. Two waves of data were collected. Multilevel linear modeling was used to analyze the two-level data set. The findings of the study revealed that children have ...
Students Perceptions of Science Teachers Interpersonal Behaviour in Secondary Schools Development of a Turkish Version of the Questionnaire on Teacher Interaction
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The purpose of the study was to investigate the reliability and validity of a Turkish adaptation of an existing instrument for measuring teacher interpersonal behaviour. The Questionnaire on Teacher Interaction (QTI) maps teacher behaviour in terms of two dimensions: Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). A sample of 674 students from 24 classes (Grades 9–11) of experienced teachers in two Turkish secondary schools participated in the study. Development of the instrument in...
Citation Formats
M. Baloğlu, “An investigation of the validity and reliability of the adapted mathematics anxiety rating scale-short version (MARS-SV) among Turkish students,” EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, pp. 507–518, 2010, Accessed: 00, 2020. [Online]. Available: