Scaling With Paired Comparison Method For Reasons For Mathematics Anxiety Of Secondary School Students

Meltem Yurtcu; Nuri Dogan

doi:10.1016/j.sbspro.2015.07.209

Scaling With Paired Comparison Method For Reasons For Mathematics Anxiety Of Secondary School Students

Meltem Yurtcu
, Nuri Dogan

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

In this study, a paired comparison method, rarely encountered in the literature, was used in order to reveal the reasons for mathematical anxiety of secondary school students. Looking at the coherence among the stimuli created in order to reveal this, we attempted to obtain information about whether the items of the scale harmonized with each other. In the analysis of the data, the scale values were obtained first using case V and then case III. It was found that the item ranges for case III were more consistent compared with those of case V. In conclusion, it can be said that the stimuli identified are differential. (C) 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license.

Original language	English
Title of host publication	7th World Conference On Educational Sciences
Editors	A Alevriadou
Publisher	Elsevier
Pages	851-857
Number of pages	7
Volume	197
ISBN (Electronic)	*****************
DOIs	https://doi.org/10.1016/j.sbspro.2015.07.209
Publication status	Published - 2015
Event	7th World Conference on Educational Sciences - Athens, Greece Duration: 5 Feb 2015 → 7 Feb 2015

Publication series

Name	Procedia Social And Behavioral Sciences

Conference

Conference	7th World Conference on Educational Sciences
Country/Territory	Greece
City	Athens
Period	5/02/15 → 7/02/15

Keywords

Paired Comparison Method
Reasons for Mathematical Anxiety
Scaling

Access to Document

10.1016/j.sbspro.2015.07.209

Cite this

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title = "Scaling With Paired Comparison Method For Reasons For Mathematics Anxiety Of Secondary School Students",

abstract = "In this study, a paired comparison method, rarely encountered in the literature, was used in order to reveal the reasons for mathematical anxiety of secondary school students. Looking at the coherence among the stimuli created in order to reveal this, we attempted to obtain information about whether the items of the scale harmonized with each other. In the analysis of the data, the scale values were obtained first using case V and then case III. It was found that the item ranges for case III were more consistent compared with those of case V. In conclusion, it can be said that the stimuli identified are differential. (C) 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license.",

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note = "7th World Conference on Educational Sciences ; Conference date: 05-02-2015 Through 07-02-2015",

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Yurtcu, M & Dogan, N 2015, Scaling With Paired Comparison Method For Reasons For Mathematics Anxiety Of Secondary School Students. in A Alevriadou (ed.), 7th World Conference On Educational Sciences. vol. 197, Procedia Social And Behavioral Sciences, Elsevier, pp. 851-857, 7th World Conference on Educational Sciences, Athens, Greece, 5/02/15. https://doi.org/10.1016/j.sbspro.2015.07.209

Scaling With Paired Comparison Method For Reasons For Mathematics Anxiety Of Secondary School Students. / Yurtcu, Meltem; Dogan, Nuri.
7th World Conference On Educational Sciences. ed. / A Alevriadou. Vol. 197 Elsevier, 2015. p. 851-857 (Procedia Social And Behavioral Sciences).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AB - In this study, a paired comparison method, rarely encountered in the literature, was used in order to reveal the reasons for mathematical anxiety of secondary school students. Looking at the coherence among the stimuli created in order to reveal this, we attempted to obtain information about whether the items of the scale harmonized with each other. In the analysis of the data, the scale values were obtained first using case V and then case III. It was found that the item ranges for case III were more consistent compared with those of case V. In conclusion, it can be said that the stimuli identified are differential. (C) 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license.

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Scaling With Paired Comparison Method For Reasons For Mathematics Anxiety Of Secondary School Students

Abstract

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Conference

Keywords

Access to Document

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