Semiotic Stress and Semiotic Anxiety About Mathematics: Measurement in Students
Abstract
Stress and anxiety about mathematics have signs and codes that allow them to be studied through semiotics; these are one of the causes of failing math. The objective of this study was to design and validate an instrument that measures semiotic stress and anxiety caused by mathematics in middle school students. A non-experimental, descriptive design was conducted, with logical validation analysis and expert validation; a reliability analysis was made using Cronbach's Alpha, split-half methodology, a factor analysis exploratory test and omega coefficient. Two applications were performed at different times; a pilot test of 30 and an application of 244 students, with a sampling determined by school grade, by morning or evening shift, and from two educational institutions. A valid and reliable instrument to measure stress and semiotic anxiety in secondary school students, and specifically for mathematics, is confirmed. Consistent results were obtained from both applications. The instrument presented validity and reliability in its entirety, and when exploratory factorial studies were carried out, it was possible to specify the components for physical, psychological and behavioral signs and symptoms. This is because signs and semiotic codes that generate stress and anxiety about mathematics are very similar to each other. The instrument focuses on two moments that generate stress or anxiety about mathematics: classes and exams. No instrument was found in the literature to measure the two variables, i.e. stress and anxiety about mathematics. An instrument that contributes in a reliable and valid way to its measurement is provided.
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