Mathematics anxiety and emotion regulation: A Swedish validation of the modified Abbreviated Mathematics Anxiety Scale, its relationship to mathematics performance, and emotion regulation strategies

Mathematics anxiety (MA) has a severe effect on students' ability to learn mathematics. The current study assessed the reliability and validity of a Swedish translation of the modified Abbreviated Mathematics Anxiety Scale (mAMAS) in a sample (N = 449) of 12-year-olds. The study also investigated the relationship between MA and emotion regulation strategies, suggested to play an important role in mitigating the negative effects of MA. Using a confirmatory factor analysis (CFA), we find a model of mAMAS with good fit and reliability. The results show similar negative associations between MA, math performance, and gender as in previous research, indicating that the translated version of mAMAS is a valid instrument to use in a Swedish school setting. Novel results include the association between self-reported use of cognitive reappraisal strategies and MA, which informs us about the mechanisms behind how MA may develop and how we can mitigate these negative effects.