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1

DO EMOTIONS MATTER? THE RELATIONSHIP BETWEEN MATH ANXIETY, TRAIT ANXIETY, AND PROBLEM SOLVING ABILITY

100%
Grežo M., Sarmány Schuller I.
Studia Psychologica
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2018
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vol. 60
|
issue 4
226 – 244
EN
In this study, we examined the relations between math anxiety, trait anxiety, and one’s perceived problem solving ability on a sample of 128 university students. Participants completed a revised version of the Fennema-Sherman Mathematics Anxiety Scale, The State-Trait Anxiety Inventory, and the shortened version of Problem Solving Inventory. The results showed a moderate negative relationship between trait anxiety and individual’s perceptions regarding his/her problem solving abilities. More specifically, we found that trait anxiety was negatively related to perceived self-confidence to solve problems and ability to self-control the emotions and behaviour associated with the process of problem solving. However, it was not significantly associated with the tendency to avoid/approach problems. Finally, the perceived problem solving ability did not mediate the relationship between trait anxiety and math anxiety. Besides examining the effect of particular personality traits, we highlight the importance of further investigating the role of age and environmental and contextual factors, as well as the frequency and intensity of threatening math situations an individual faces in his/her life in regard to math anxiety.
2

FACTOR STRUCTURE OF SLOVAK ADAPTATION OF ATTENTIONAL CONTROL SCALE

100%
Michalko D.
Studia Psychologica
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2018
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vol. 60
|
issue 1
57 – 70
EN
The Attentional Control Scale (ACS) is a tool developed to assess the ability to voluntarily control attentional resources. The current aim was to verify the factor structure of the scale and its hypothesized inverse relationship with measures of trait anxiety on Slovak sample. The Principal Component Analysis (PCA) suggested two correlated factors resembling the hypothesized Focusing and Shifting subscales. The factorial solution suggested by the PCA had the best fit against one-factorial and two-factorial orthogonal solutions in the Confirmatory Factor Analysis (CFA) conducted on an independent sample. The entire scale had good internal consistency (ωt = .85). The Focusing (ωt = .81, αord = .81) and Shifting (ωt = .67, αord = .66) subscales reached acceptable to good values of internal consistency. The ACS showed a negative relationship with trait anxiety inventory and behavioural inhibition scale. The differences of our results compared to other studies investigating factor structure of ACS are discussed, together with limitations of the current study, validity and applicability of the scale.
3

EVALUATION OF ANXIETY AMONG MEDICAL AND ENGINEERING STUDENTS BY FACTOR ANALYSIS

88%
Ercan I., Irgil D., Ozen N., Kan I.
Studia Psychologica
|
2008
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vol. 50
|
issue 3
267-275
EN
Anxiety is an inevitable part of life in contemporary society. Anxiety corrupts a person's ability to think, perceive and learn. A person suffering from anxiety usually experiences difficulties in concentrating, remembering the learned material and establishing what the necessary relations among events or people are. The purpose of this study was to evaluate the main anxiety items of the students of two faculties. Factor analysis was performed to form groups of unrelated items by gathering related items in the scale and to the rank factors affecting anxiety by their importance. In accordance with the data obtained from the studies on the anxiety of engineering and medical students, factor analyses gave the following results for state anxiety: in engineering students there were units accumulated in 5 factors, in medical students there were units accumulated in 4 factors, and for trait anxiety they were in 6 factors for both. Our studies show that even if the STAI results are similar, factor analyses should be carried out and the solutions should be sought in accordance with the results. During education in the universities, causes of (state - trait) anxiety should be investigated and curriculums should be changed in order to lessen anxiety, psychological and social support units should be established and students should be prepared for the future.
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