Accès ouvert déclaré
2026
preprint
The Fault in Our STARS: International Evidence that the Statistics Anxiety Rating Scale and the Revised Mathematics Anxiety Rating Scale Overlap
Tamás Nagy, Violeta Enea, Sophia C. Weissgerber, Linda Geven, Rizqy Amelia Zein, Mariia M. Ostroha, Feyza Topçu, Fitri Ariyanti Abidin, Erin Michelle Buchanan, Kareena McAloney-Kocaman, Kristel Mikkor, Burcu Tekeş, Zoe M. Flack, Oliver Lindemann, Balazs Aczel, Samuel P. Hills, Ho Yan Lai, Theresa Elise Wege, Grace McMahon, Suzanna Forwood, Deborah Crossland, Jenny Terry, Merve Gülçin Tutlu, Christina Artemenko, Michael Batashvili, Jonas De keersmaecker, Gabriel Baník, Juneman Abraham, Daniel Ansari, Ratna Jatnika, Gabriella Daróczy, Wing Yee Cheung, James M. Clay, Lucy Justice, Zoe Leviston, Ivan Ropovik, Mahmoud Elsherif, Bruno Verschuère, Samuel G. Penny, Saadet Yapan, Ilija Milovanović, Kristel De Groot, Kinga Morsanyi, Zsófia K. Takács, Hans-Christoph Nuerk, Felix Egara, Patricia Garrido-Vásquez, Andy Field, Alyssa Counsell, Yiyun Shou, Karin Täht, Stefan Agrigoroaei, Anne H. van Hoogmoed, Samantha Stanley, Mauricio Salgado, Darcy Hallett, Olena V. Semenikhina, Desirée González, Tessa R. Flack, Katharina Schmid, Elise Grimm, D Löchner, Frank Scharnowski, Tolga Ergiyen, Leona Cilar Budler, Flavia H. Santos, Martin J. Barwood, Stephanie N.L. Schmidt, Omid Ghasemi, Matthew Brolly, Alejandro Estudillo, Maria Flakus, Jordan Randell, Joanna Lewis, Jacob Owusu Sarfo, Jodie E. Chapman, Mauricio Garrido, Skylar Taylor, Patrick Aaron O'Connor, Joel Anderson, Siobhán M. Griffin, Nicholas A. Badcock, Nicola Palena, Darren Rhodes, Iro Xenidou-Dervou, Johnrev Guilaran, Lee Copping, Robert M Ross, Conal Monaghan, Crystal N. Steltenpohl, Andrea Greco, Nazlı Akay, Anke Caroline Büttner, Lisa Webster, Kalu T. U. Ogba, Angélica Polvani Trassi, Argiro Vatakis, András N. Zsidó, Oliver Clark, Shane Lindsay, Amy Warhurst, Donncha Hanna, Charlie Lea, Alexander Karner, Peter Branney, İbrahim Öztürk, Ali H. Al-Hoorie, Nataly Beribisky, María-Fernanda Reyes, Roberto Ferreira, Ahmed Al Khateeb, Cristina Simarro Rodríguez, Mariah Lecompte, Bhasker Malu, Sophie Leonard, Michael J. Platow, Thomas Hunt, Unita Werdi Rahajeng, Elizabeth Walters, Elizabeth Collins, Katherine Swainston, Maxine M. C. Storm, Mai Helmy, Udi Alter, Julia Bahnmueller, Jordan Wagge, Mojtaba Soltanlou, Marina Drushlyak, Katie Anne Gilligan-Lee, Kristin Jankowsky, Antonino Callea, Letizia Caso, Tiago J. S. Lima, Philipp Schmid, Gaëtan Mertens, Jochen A. Mosbacher, Juan David Leongómez, Ratri Nurwanti, Rob Cribbie, Hilal H. Şen, Jules L. Ellis, Susan Cooper, Neslihan Özhan, Andrew Roberts, Fergus Guppy, Karel Karsten Himawan, Matus Adamkovic, Sanne H.G. van der Ven, Christopher James Hand, Matthew O. Parker, TamilSelvan Ramis, Gregor Stiglic, Dirk Van Rooy
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Le résumé fourni par la source
Statistics anxiety is widely recognised as a barrier to student learning, and the Statistics Anxiety Rating Scale (STARS) is its most widely used self-report measure. However, it remains unclear whether the STARS captures a construct distinct from mathematics anxiety or reflects a jangle fallacy. Using a large international sample of undergraduate students (N = 6,885) from 83 universities across 33 countries, we examined the empirical distinctiveness of the STARS relative to the Revised Mathematics Anxiety Rating Scale (R-MARS). Across four criteria, the evidence indicated substantial overlap. First, correlations between the STARS and R-MARS were consistently strong. Second, exploratory and confirmatory factor analyses showed that items clustered primarily by type of educational experience (e.g., tests, help-seeking, interpretation) rather than by domain, with limited and unstable domain-specific factors. Third, both scales demonstrated statistically equivalent associations with 11 theoretically related anxiety and education variables. Fourth, the R-MARS explained negligible incremental variance beyond the STARS across these outcomes. Together, the findings suggest that the STARS and R-MARS largely measure the same underlying construct. Their continued separate use risks redundancy, conceptual fragmentation, and statistical artefacts, underscoring the need for clearer construct definition and more precise measurement tools.
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Les sujets associés
Statistics Education and MethodologiesEducation, Achievement, and GiftednessEducational Strategies and Epistemologies