000107463 001__ 107463
000107463 005__ 20230519145442.0
000107463 0247_ $$2doi$$a10.1371/journal.pone.0255777
000107463 0248_ $$2sideral$$a124886
000107463 037__ $$aART-2021-124886
000107463 041__ $$aeng
000107463 100__ $$0(orcid)0000-0002-6112-9639$$aSánchez Pérez, N.$$uUniversidad de Zaragoza
000107463 245__ $$aAssessing math anxiety in elementary schoolchildren through a Spanish version of the Scale for Early Mathematics Anxiety (SEMA)
000107463 260__ $$c2021
000107463 5060_ $$aAccess copy available to the general public$$fUnrestricted
000107463 5203_ $$aMath anxiety (MA) affects students of all age groups. Because of its effects on children’s academic development, the need to recognize its early manifestations has been highlighted. We designed a European-Spanish version of the Scale for Early Mathematics Anxiety (SEMA; Wu et al. (2012)), and assessed its psychometric properties in a sample of children aged 7 to 12 years. The participants (967 typically developing children) were elementary school students recruited from ten schools. Children reported their general and math anxiety levels in an individual session and performed nonverbal IQ and math abilities subtests in a group session. Teachers reported the final math grades. The psychometric indices obtained, and the resulting factor structure revealed that the European-Spanish version of the SEMA developed in this study is a reliable and valid measure to evaluate MA in children from 3rd to 6th grade. Moreover, we explored gender differences, that resulted in small effect sizes, which disappeared when controlling for trait anxiety. Differences across grades were found for both global MA and the numerical processing anxiety factor but not for the situational and performance anxiety factor. Finally, MA was negatively associated with students’ math achievement, although the strength of the associations varied with the MA measure selected, the kind of math achievement analyzed, and the school stage considered. Our findings highlight the relevance of MA in elementary school and highlight the need for an early identification of students at risk of suffering MA to palliate the negative consequences of MA in children’s cognitive and academic development.
000107463 536__ $$9info:eu-repo/grantAgreement/ES/AEI/PID2019-107857GA-I00
000107463 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000107463 590__ $$a3.752$$b2021
000107463 592__ $$a0.852$$b2021
000107463 591__ $$aMULTIDISCIPLINARY SCIENCES$$b29 / 74 = 0.392$$c2021$$dQ2$$eT2
000107463 593__ $$aMultidisciplinary$$c2021$$dQ1
000107463 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000107463 700__ $$aFuentes, L.J.
000107463 700__ $$aGonzález-Salinas, C.
000107463 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000107463 773__ $$g16, 8 (2021), e0255777 [22 pp.]$$pPLoS One$$tPLoS ONE$$x1932-6203
000107463 8564_ $$s1276040$$uhttps://zaguan.unizar.es/record/107463/files/texto_completo.pdf$$yVersión publicada
000107463 8564_ $$s2324330$$uhttps://zaguan.unizar.es/record/107463/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000107463 909CO $$ooai:zaguan.unizar.es:107463$$particulos$$pdriver
000107463 951__ $$a2023-05-18-14:34:47
000107463 980__ $$aARTICLE