You are here

Home » Content

Measuring set latent variables that explain attitude toward statistic through exploratory factor analysis with principal components extraction and confirmatory analysis

Journal Name:

  • European Journal of Pure and Applied Mathematics

Publication Year:

  • 2017

Key Words:

Author NameUniversity of Author

AMS Codes:

Abstract (2. Language): 
The aim of this paper is to show a path to measure a set latent variable through exploratory factorial analysis and confirmatory analysis. It starts with the theoretical mathematical procedure and then, with a database, it shows the re-specified model of study. This procedure has been used to explain anxiety towards mathematics. Many students often come to these subjects with negative attitude and usually with high levels of anxiety, which affects performance when they face classes, exercises or tests. Due to the importance of this subject, this behavior is formally analyzed in several studies, with the use of these statistical techniques previously mentioned
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-measuring-set-latent-variables-explain-attitude-toward-statistic-through-exploratory-factor-analysis-principal-components-extraction-and-confirmatory-analysis.pdf
  • 2
167
198
  • English

REFERENCES

References: 

[1] R. M. Dreger & L. R. Aiken. The identification of number anxiety in a college population. Journal of Educational Psychology, (48):344351, 1957.
[2] E. Satake & P. P. Amato. Mathematics anxiety and achievement among Japanese elementary school students. Educational and Psychological Measurement, 55:10001007,
1995.
[3] D. Redfield & C. Martray B. Moore, L. Alexander. The mathematics anxiety rating scale abbreviated: A validity study. In Paper presented at the meeting of the American Educational Research Association, New Orleans, 1988.
[4] L. Hu & P. M. Bentler. Cutoff criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling. 1(6):1-
55, 1999.
[5] L. T. Hu & P. M. Bentler. Evaluating model fit. In R. H. Hoyle (Ed.), Structural Equation Modeling. Concepts, Issues, and Applications. London: Sage, 1995.
[6] P.M. Bentler. Eqs structural equations program manual. BMDP Statistic Software,
1989.
[7] W. H. Dutton & M. P. Blum. The measurement of attitudes towards arithmetic with a Likert-type test. Elementary School Journa, 1(2):259263, 1968.
REFERENCES 196
[8] P.M. Bentler & D.G. Bonett. Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88:588-606, 1980.
[9] R. E. Lushene P. R. Vagg & G. A. Jacobs C. D. Spielberger, R. L. Gorsuch. State-Trait Anxiety Inventory for adults sampler set: Manual, test, scoring key. Mind Garden, California, 1983.
[10] W.W. Chin and P. A. Todd. On the use, usefulness and ease of structural equation modeling in MIS research: A note of caution. MIS quarterly, 19(2):237-247, 1995.
[11] D. W. Straub D. Gefen and M. Boudreau. Structural equation modelling and re¬gression: Guidelines for research practice. Communications of the Association for Information Systems (AIS), 7(4), 2000.
[12] E.Auzmendi. Evaluacin de las actitudes hacia la estadstica en alumnos universitarios y factores que las determinan. PhD thesis. PhD thesis, Universidad de Deusto, Bilbao,
1992.
[13] R. M. Suinn & R. Edwards. The measurement of mathematics anxiety. The Mathe¬matics Anxiety Rating Scale for AdolescentsMARS-A. Journal ofClinical Psychology,
38:576577, 1982.
[14] A. Garca-Santilln; M. E. Escalera-Chvez and A. Crdova-Rangel. Variables to measure interaction among mathematics and computer through structural equation modeling. Journal ofApplied Mathematics and Bioinformatics, 3(2):51-67, 2012.
[15] A.Garca-Santilln; F. Venegas-Martnez; M. E. Escalera-Chvez and A. Crdova-Rangel. Attitude towards statistics in engineering college: An empirical study in public uni¬versity (UPA). Journal ofStatistic and Econometric Methods, 1(2):43-60, 2013.
[16] A.Garca-Santilln; M. E. Escalera-Chvez and F. Venegas-Martnez. Principal compo¬nents analysis and Factorial analysis to measure latent variables in a quantitative research: A mathematical theoretical approach. Bulletin ofSociety for Mathematical Service and Standars,, 2(3):3-14, 2013.
[17] M. E. Escalera-Chvez; A. Garca-Santilln and F. Venegas-Martnez. Modeling attitude toward Statistic with structural equation. Eurasia Journal of Mathematics, Science & Technology Education, 10(1):23-31, 2014.
[18] J. B. Rounds & D. D. Hendel. Measurement and dimensionality of mathematics anxiety. Journal ofCounseling Psychology, 27:138149, 1980.
[19] E. Levitt & L. Hutton. A psychometric assessment of the Mathematics Anxiety Rating Scale. International Review ofApplied Psychology, 33:233242, 1984.
[20] R. L. Tatham & W. C. Black J. F. Hair, R. E. Anderson. Multivariate data analysis. Prentice Hall, Spain, 1999.
REFERENCES 197
[21] J. Viehe & S. Segal J. H. Resnick. Is math anxiety a local phenomenon? A study of prevalence and dimensionality. Journal ofCounseling Psychology, 29:3947, 1982.
[22] R. Kazelskis. Some dimensions of mathematics anxiety: A factor analysis across instruments. Educational and Psychological Measurement, 58:623633, 1998.
[23] J. L. Ling. A factor analytic study of mathematics anxiety. Unpublished doctoral dissertation. PhD thesis, Virginia Polytechnic Institute and State University, 1982.
[24] A. Wigfield & J. L. Meece. Math anxiety in elementary and secondary school students. Journal ofEducational Psychology, 80:210-216, 1988.
[25] A. Calvo De Mora and F. Criado. Anlisis de la validez del modelo europeo de ex-celencia para la gestin de la calidad en las Instituciones universitarias: un enfoque directivo. Revista Europea de Direccin y Economa de la Empresa, 14(3):41-58, 2005.
[26] B. S. Plake & C. S. Parker. The development and validation of a revised version of the Mathematics Anxiety Rating Scale. Educational and Psychological Measurement,
42:551557, 1982.
[27] E. Nicoletti & P. R. Spinelli R. M. Suinn, C. A. Edie. The MARS, a measure of
mathematics anxiety: Psychometric data. Journal ofClinical Psychology, 28:373375,
1972.
[28] R. S. Sandman. The mathematics attitude inventory: Instrument and users manual. Journal for Research in Mathematics Education, 11:148149, 1980.
[29] A. H. Segars and V. Grover. Re-examining perceived ease of use and usefulness: A confirmatory factor analysis. MIS quarterly, 17(4):517-525, 1993.
[30] E. Fennema & J.A. Sherman. Fennema-Sherman Mathematics Attitude Scale: Instru¬ments designed to measure attitudes toward the learning of mathematics by females and males. JAS Catalog ofSelected Documents in Psychology,, 31(6), 1976.
[31] C. D. Spielberger. Preliminary professional manual for the test anxiety inventory. Consulting Psychologists Press, Palo Alto, CA, 1980.
[32] V. W. Strawderman. A description ofmathematics anxiety using an integrative model. Unpublished doctoral dissertation. PhD thesis, Georgia State University., 1985.
[33] F.C. Richardson & R. M. Suinn. The Mathematics Anxiety Rating Scale: Psycho¬metric data. Journal ofCounseling Psychology, 19:551554, 1972.
[34] A.Garca-Santilln; F. Venegas-Martnez and M. E. Escalera-Chvez. An exploratory factorial analysis to measure attitude toward statistic. Empirical study in undergrad¬uate students. International Journal of Research and Reviews in Applied Sciences,
14(2):356-366, 2013.
REFERENCES 198
[35] R. M. Suinn & E. H. Winston. The mathematics anxiety rating scale, a brief version: Psychometric data. Psychological Reports 92, 2003.
[36] E. F. Wood. Math anxiety and elementary teachers: What does research tell us? For the Learning of Mathematics, 8:8-13, 1988

Thank you for copying data from http://www.arastirmax.com