Психометрические свойства Сокращённой шкалы математической тревожности на выборке российских старшеклассников

Обоснование. Математическая тревожность – это  состояние страха и тревоги, которое испытывает индивид, когда взаимодействует с математическими задачами. В настоящее время имеется недостаток опросников для  измерения математической тревожности у  русскоговорящих школьников.

Цель исследования. В исследовании анализировались факторная структура и психометрические свойства Сокращённой шкалы математической тревожности (СШМТ).

Методы. В исследовании приняли участие 1198 школьников 10–11-х классов. Производился анализ психометрических свойств по СШМТ.

Результаты. Анализ СШМТ выявил бифакторную структуру опросника с субшкалами тревожности изучения математики (ТИМ) и тревожности математической оценки (ТМО) и общей шкалой математической тревожности. Бифакторная модель продемонстрировала лучшие индексы соответствия. Анализ подтвердил надёжные оценки внутренней согласованности (альфа Кронбаха для субшкалы ТИМ = 0,82, для субшкалы ТМО = 0,75, для  общей СШМТ  =  0,95). Была подтверждена внешняя валидность СШМТ. ТИМ обнаружила меньшие оценки по сравнению с ТМО. Распределение оценок общей шкалы СШМТ было смещено к  низким значениям. Девочки продемонстрировали более высокие показатели по  всем шкалам опросника. Анализ также подтвердил инвариантность измерения как для мальчиков, так и для девочек.

Заключение. На основе проведённого анализа можно сделать вывод, что СШМТ является валидным инструментом для оценки математической тревожности у старшеклассников.

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