Development and validation of the mathematics anxiety questionnaire for primary school students

Abstract

Mathematics anxiety is a significant emotional factor that can negatively influence students’ motivation, confidence, and achievement in mathematics learning. This study aimed to develop and validate the Student’s Mathematics Anxiety Questionnaire (SMAQ) for primary school students. A total of 302 students completed the 20-item SMAQ online. The questionnaire measures mathematics anxiety and four behavioural aspects: choice of action, effort, persistence, and interest in learning mathematics. Content validity was evaluated by two experts prior to administration. Construct validity was examined using Confirmatory Factor Analysis (CFA), while reliability was assessed using Cronbach’s alpha. The CFA results indicated an acceptable model fit, χ²(160) = 347, p < .001, CFI = 0.896, TLI = 0.877, RMSEA = 0.062 (90% CI [0.053, 0.071]). The scale demonstrated excellent internal consistency (α = 0.90). These findings indicate that the SMAQ is a valid and reliable instrument for assessing mathematics anxiety among primary school students.