Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy

College

College of Education and International Services

Program

School Psychology, Ph.D.

First Advisor

Jeannie Montagano

Second Advisor

Rudolph Bailey

Third Advisor

Nadia Nosworthy

Abstract

Problem

The overlap and lack of clear distinction among the constructs of math anxiety, math self-concept, and math self-efficacy presents issues for research and practice. The literature reveals that math anxiety is closely linked to math self-concept (Klee et al., 2022). Additionally, math self-concept and math self-efficacy often overlap and are not easily distinguishable (Kranzler & Pajares, 1997; Pajares & Miller, 1994; Pajares & Urdan, 1996). Each of these constructs has been shown to play a critical role in student math achievement (Timmerman et al., 2016). -- When constructs are not defined or measured distinctly, inconsistencies may emerge in research findings, limiting the comparability of the results across studies. Block (2000) noted that “the jingle fallacy can cause the scientifically uncareful to believe they are talking of the same phenomenon when indeed they are not,” whereas the jangle fallacy “limits discernment of important empirical and conceptual convergences” (p. 156). Establishing conceptual and empirical boundaries is necessary to advance theoretical understanding and enhance the validity of future research. Furthermore, greater conceptual clarity strengthens the application of these constructs in educational settings, allowing practitioners to select appropriate assessment tools, interpret results more accurately and design interventions to promote student math success more effectively.

Methodology

This study used a quantitative, non-experimental design. The collected data was factor-analyzed to identify correlations among the items from the three questionnaires: the AMAS, MSCS, and MSEQ, to uncover underlying patterns found in the measures. The aim was to determine the discrete and overlapping areas for each instrument. These three instruments were selected for their reliability, brevity, and frequent use in the literature.

Results

This study provides evidence that as measured with a sample of 305 fourth and fifth grades students from a public school district in north-central Indiana, math anxiety, math self-concept and math self-efficacy are best understood as distinct but strongly interrelated constructs. Model comparisons demonstrated that the three-factor solution reported the best fit indices as opposed to the two-factor model across all indices (RMSEA = .053 vs .063; CFI = .941 vs .910; TLI = .924 vs .894; SRMR = .035 vs .044). This reveals that these constructs loaded on separate but correlated factors rather than collapsing into broader undifferentiated categories. -- These results show that even though these constructs are strongly connected, they are not the same. They work together and influence each other, but each represents a different part of how students think and feel about math. In other words, they are closely linked, but not identical and each plays its own role in students’ math experiences.

Conclusions

The findings underscore the importance of precise construct definition and instrument selection in educational psychology. Clarifying these boundaries enhances measurement validity, supports accurate student evaluation and intervention and informs future research on math-related affect and self-beliefs.

Subject Area

Mathematics--Study and teaching; Math anxiety; Mathematics--Study and teaching--Psychological aspects; Educational psychology; Self-efficacy

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