수학불안 대처행동 척도개발을 위한 연구

The purpose of this research was to develop an scale to measure mathematics anxiety coping behavior of elementary school children. Of the first 45 items selected from a review of literature, 33 items were selected by content validation, modification and revision. Validity, reliability, and item disc...

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Published inKorean Journal of child studies Vol. 29; no. 5; pp. 51 - 63
Main Authors 이세나(Sae Na Lee), 이승훈(Seung Hun Yi), 한석실(Suk Sil Han)
Format Journal Article
LanguageKorean
Published 한국아동학회 2008
Subjects
Online AccessGet full text
ISSN1226-1688
2234-408X

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Abstract The purpose of this research was to develop an scale to measure mathematics anxiety coping behavior of elementary school children. Of the first 45 items selected from a review of literature, 33 items were selected by content validation, modification and revision. Validity, reliability, and item discrimination was based in responses of 1,831 subjects. Data were analyzed by factor analysis, correlation, Cronbach's, $\alpha$, mean, standard deviation, percentages, and t-test. The resulting Scale of Children's Mathematics Anxiety Coping Behavior consisted of 26 items with 5 factors : active problem-solving, aggressive emotion expression, aversive coping, passive coping, and seeking social support. Cronbach's $\alpha$ ranged from .67 to .86 for five factors. T-test showed the 26 items of the scale to be discriminant.
AbstractList The purpose of this research was to develop an scale to measure mathematics anxiety coping behavior of elementary school children. Of the first 45 items selected from a review of literature, 33 items were selected by content validation, modification and revision. Validity, reliability, and item discrimination was based in responses of 1,831 subjects. Data were analyzed by factor analysis, correlation, Cronbach's, $\alpha$, mean, standard deviation, percentages, and t-test. The resulting Scale of Children's Mathematics Anxiety Coping Behavior consisted of 26 items with 5 factors : active problem-solving, aggressive emotion expression, aversive coping, passive coping, and seeking social support. Cronbach's $\alpha$ ranged from .67 to .86 for five factors. T-test showed the 26 items of the scale to be discriminant.
The purpose of this research was to develop an scale to measure mathematics anxiety coping behavior of elementary school children. Of the first 45 items selected from a review of literature, 33 items were selected by content validation, modification and revision. Validity, reliability, and item discrimination was based in responses of 1,831 subjects. Data were analyzed by factor analysis, correlation, Cronbach's α, mean, standard deviation, percentages, and t-test. The resulting Scale of Children's Mathematics Anxiety Coping Behavior consisted of 26 items with 5 factors:active problem-solving, aggressive emotion expression, aversive coping, passive coping, and seeking social support. Cronbach's α ranged from .67 to .86 for five factors. T-test showed the 26 items of the scale to be discriminant KCI Citation Count: 6
Author 한석실(Suk Sil Han)
이승훈(Seung Hun Yi)
이세나(Sae Na Lee)
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Keywords mathematics anxiety coping behavior
수학불안
mathematics anxiety
수학불안 대처행동척도
수학불안 대처행동
mathematics anxiety coping behavior scale
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Title 수학불안 대처행동 척도개발을 위한 연구
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