Examinando por Autor "Martín-Puga, M. Eva"
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Ítem Gender stereotypes about math anxiety: Ability and emotional components(ELSEVIER, 2023-07) Justicia-Galiano, M. José; Martín-Puga, M. Eva; Linares, Rocío; Pelegrina, SantiagoGender stereotypes are believed to play a role in the heightened math anxiety (MA) reported by female students. We investigated, first, whether adolescents hold the stereotyped beliefs that girls experience more MA than boys (emotional facet), and that boys perform better in math (ability facet); second, whether gender differences in MA are due to self-report bias; and, third, whether gender differences in MA are related to gender-stereotyped beliefs, in terms of both ability and emotional facets. A total of 257 secondary school students completed math-related and gender stereotype measures. The results revealed that female students were perceived as being more prone to MA than male students, but no self-report bias was observed. Regarding the math ability facet, students endorsed either egalitarian or female-favoring views. Finally, gender differences in MA, as well as other math-related performance measures, were related to gender stereotypes about math ability, but not about emotion.Ítem Math Anxiety and Working Memory Updating: Difficulties in Retrieving Numerical Information From Working Memory(FRONTIERS MEDIA SA, 2020-04-09) Pelegrina, Santiago; Justicia-Galiano, M. José; Martín-Puga, M. Eva; Linares, RocíoThis study aimed to determine whether math anxiety was related to working memory (WM) updating performance and, specifically, to the retrieval and substitution components of updating. A set of WM updating (WMU) tasks that involve different retrieval and substitution requirements were administered to 114 university students. In addition, participants completed a math anxiety assessment on two occasions: 1–2 weeks before and immediately prior to task administration to increase the likelihood of observing the relationship between math anxiety and updating performance. The results showed a relationship between math anxiety scores and updating performance. Math anxious individuals took longer and made more errors, especially on tasks that required retrieving information from WM. These results suggest that math anxious individuals are less efficient when it comes to accessing numerical information in WM. Consequently, they may struggle with math-related tasks that involve retrieving numerical information from WM.Ítem Psychometric properties and measurement invariance of the Academic Procrastination Scale-Short Form (APS-S) in Spanish children and adolescents(SAGE, 2022-06-09) Martín-Puga, M. Eva; Pelegrina, Santiago; Gómez-Pérez, M. Mar; Justicia-Galiano, M. JoséThe objectives were to examine the factorial structure of the Academic Procrastination Scale-Short Form (APS-S) and the measurement invariance across gender and educational levels, to determine possible differences in procrastination across gender, educational levels, and grades. The sample was formed of 1486 Spanish primary and secondary school students between the ages of 7 and 19 years. A one-factor model provided an adequate fit. Scalar and partial scalar invariance were achieved through gender and educational levels, respectively. Internal consistency was good and slightly higher for secondary school students than primary school students. Moderate convergent validity was obtained. The APS-S scores showed a weak but significant correlation with math anxiety. Procrastination scores increased with grade, and males showed significantly higher procrastination scores than females. The Spanish APS-S demonstrated adequate reliability and validity scores and could be a useful tool for examining academic procrastination in children and adolescents.Ítem Psychometric properties, factor structure and gender and educational level invariance of the Abbreviated Math Anxiety Scale (AMAS) in Spanish children and adolescents(SAGE, 2022) Martín-Puga, M. Eva; Justicia-Galiano, M. José; Gómez-Pérez, M. Mar; Pelegrina, SantiagoThe present study aimed to investigate the factor structure and degree of measurement invariance of a Spanish adaptation of the Abbreviated Math Anxiety Scale (AMAS) in primary and secondary school students (N = 1,504 students, 46.08% males, 7-19 years of age). The results of confirmatory factor analysis corroborated the original two-factor structure, although a modified two-factor model with one item loading simultaneously on both factors was better supported. Full measurement invariance was observed across gender, and partial measurement invariance was achieved across educational levels (primary and secondary education). The AMAS showed reasonable internal consistency, test–retest reliability, and convergent validity. These results highlight the utility of the AMAS as a measure of math anxiety in primary and secondary school students whose scores can be compared by gender and educational level.Ítem Validation of the Structured Interview for the Assessment of Expressed Emotion (E5) in a Sample of Adolescents and Young Adults From the General Population(FRONTIERS MEDIA SA, 2021-08-27) Muela-Martínez, Jose-Antonio; Espinosa-Fernández, Lourdes; García-López, Luis-Joaquín; Martín-Puga, M. EvaExpressed emotion (EE) is an index of significant others’ attitudes, feelings, and behavior toward an identified patient. EE was originally conceptualized as a dichotomous summary index. Thus, a family member is rated low or high on how much criticism, hostility, and emotional overinvolvement (EOI) s/he expresses toward an identified patient. However, the lack of brief, valid measures is a drawback to assess EE. To cover this gap, the E5 was designed. The objective of this study is to provide psychometric properties of a recent measured in adolescents to be used to tap perceived high levels of EE. The sample was composed by 2,905 adolescents aged from 11–19 years; 57% girls. Results demonstrate good factor structure, reliability, construct validity and invariance across gender and age revealed a good fit. As a result, E5 is a brief, valid and reliable measure for assessing expressed emotion in parents of adolescent children.