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Factor analyses distinguish general math anxiety from anxiety specifically about teaching math. MAST scores show expected correlations with teacher characteristics: higher anxiety aligns with lower math knowledge for teaching, more traditional beliefs about math teaching and learning, lower elementary grade level, and fewer math-specific teaching credentials. The 15-item scale can be administered efficiently in large-scale research to support links among teacher anxiety, instruction, and student learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/construct-validation-of-the-math-anxiety-scale-for-teachers/590739/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/construct-validation-of-the-math-anxiety-scale-for-teachers/590739.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the Math Anxiety Scale for Teachers (MAST)?","Question",{"text":112,"@type":113},"MAST is a 15-item instrument designed to measure elementary teachers’ math anxiety, including both general math anxiety and anxiety about teaching math.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the factor analysis show about teacher math anxiety?",{"text":117,"@type":113},"Factor analyses support a distinction between components of general math anxiety and anxiety about teaching math.",{"name":119,"@type":110,"acceptedAnswer":120},"How do MAST scores relate to teacher characteristics?",{"text":121,"@type":113},"Higher math anxiety is associated with lower mathematical knowledge for teaching, more traditional beliefs about math teaching and learning, being a lower elementary school teacher, and lacking math-specific teaching credentials.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590739,1792192257,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","AERA Open  \nJanuary-March 2019, Vol. 5, No. 1, pp. 1–16 DOI: 10. 1177/2332858419839702  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nConstruct Validation of the Math Anxiety Scale for Teachers  \nColleen M. Ganley  \nRobert C. Schoen  \nFlorida State University  \nMark LaVenia  \nEdReports  \nAmanda M. Tazaz  \nFlorida State University  \nPast research indicates that teacher math anxiety is related to student outcomes and can be decreased through intervention. However, there is little research on this topic, partially due to a lack of math anxiety measures validated for use with practicing teachers. In this study of 399 elementary school teachers, we report on the construct validation of the Math Anxiety Scale for Teachers. Factor analyses support a distinction between components of general math anxiety and anxiety about teaching math. Math anxiety scores correlate with other teacher characteristics in expected ways: higher math anxiety is associated with lower mathematical knowledge for teaching, more traditional beliefs about math teaching and learning, being a lower elementary school teacher, and a lack of math-specific teaching credentials. The 15-item Math Anxiety Scale for Teachers can be administered efficiently in large-scale studies and may support advances in research exploring relations among practicing teachers’math anxiety, instruction, and student learning.  \nKeywords: mathematics education, teacher characteristics, teacher knowledge, factor analysis, correlational analysis, math anxiety  \nReseaRcheRs have increasingly recognized the importance of teachers’ emotions for their well-being and their teaching (e.g., Sutton & Wheatley, 2003) . A focus on one such emotion, anxiety, specifically in the context of math, is critical as research has found that college students who major in early childhood and elementary education have among the highest levels of math anxiety (Hembree, 1990; Kelly & Tomhave, 1985; Malinsky, Ross, Pannells, & McJunkin, 2006) . Math anxiety among elementary school teachers is a particular concern because empirical findings suggest that teachers with higher levels of math anxiety spend less time on math instruction (Trice & Ogden, 1986), have classrooms with lower levels of student participation in mathematical activities (Bush, 1989), and have students with lower math achievement (Beilock, Gunderson, Ramirez, & Levine, 2010; Hadley & Dorward, 2011) . Fortunately, a number of researchers (e.g., Gresham, 2007; Swars, Smith, Smith, & Hart, 2009) have reported that teacher math anxiety can be decreased through intervention. Despite this, there are few math anxiety instru  \nments designed to be administered to practicing teachers.  \nIn the present study, we introduce the Math Anxiety Scale for Teachers (MAST), the development of which we see as an important step in moving research on the consequences of  \nteacher math anxiety forward. To provide evidence for its construct validity (Flake, Pek, & Hehman, 2017), we examine its reliability and scale structure as well as how scores on the scale relate to other teacher characteristics, including grade level taught, math teaching certification status, math knowledge for teaching, and beliefs about math teaching and learning.  \nTeacher Math Anxiety  \nDefinition and Measurement  \nTeachers can experience a range of positive and negative emotions related to their teaching. These emotions may be about meeting their students’ needs, about the subjects they teach, and/or about their ability to teach those subjects. Importantly, research shows that these emotions matter for teacher well-being and retention (e.g., Chang, 2009) and are related to teacher quality and student emotions (Frenzel, Becker-Kurz, Pekrun, Goetz, & Lüdtke, 2018; Sutton & Wheatley, 2003) . In recent research, Fren","cbCaigyw4wazbAva","https://ap.wps.com/l/cbCaigyw4wazbAva","pdf",510202,16,"English","# Construct Validation of the Math Anxiety Scale for Teachers\n## Teacher Math Anxiety\n## Definition and Measurement","[{\"question\":\"What is the Math Anxiety Scale for Teachers (MAST)?\",\"answer\":\"MAST is a 15-item instrument designed to measure elementary teachers’ math anxiety, including both general math anxiety and anxiety about teaching math.\"},{\"question\":\"What does the factor analysis show about teacher math anxiety?\",\"answer\":\"Factor analyses support a distinction between components of general math anxiety and anxiety about teaching math.\"},{\"question\":\"How do MAST scores relate to teacher characteristics?\",\"answer\":\"Higher math anxiety is associated with lower mathematical knowledge for teaching, more traditional beliefs about math teaching and learning, being a lower elementary school teacher, and lacking math-specific teaching credentials.\"}]","Construct Validation of the Math Anxiety Scale for Teachers | PDF",1792070316]