Development and validation of the Brief Math Anxiety Scale (BMAS) in university students

Abstract

Background: This study developed the Brief Math Anxiety Scale (BMAS), a brief version of the Shortened Math Anxiety Rating Scale (sMARS), maintaining its original three-factor structure, by applying item response theory. Method: The sMARS was administered to 1,349 undergraduates, along with other questionnaires to measure their math ability, trait and test anxieties, and attitudes toward mathematics. Results: Results showed that the original scale could be reduced to nine items (three for each subscale). We provided evidence of good psychometric properties: strong internal consistency, adequate 7-week test-retest reliability, and good convergent/discriminant validity. Conclusions: In conclusion, the BMAS provides valid interpretations and reliable scores for assessing math anxiety in university students, and is especially useful in situations with time constraints where the longer form is impractical.