Business education and math anxiety
A diagnostic scale
DOI:
https://doi.org/10.12712/rpca.v.192.67383Abstract
This study aims to validate the Abbreviated Math Anxiety Scale (AMAS) for undergraduate business students. The instrument was applied to a probabilistic sample of 176 students enrolled in the first semester of business programs. Factor analysis confirmed the bifactorial structure of the scale, distinguishing between evaluation-related and learning-related anxiety. The psychometric robustness of the AMAS is discussed, and its potential use as a pedagogical diagnostic tool is highlighted. Results suggest that the AMAS can support instructors in identifying students who may face emotional barriers to quantitative learning, thereby allowing for planning of pedagogical strategies in business courses.
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