In Saudi Arabia, mathematics is an essential subject for all freshmen except students majoring in medical sciences. The struggle of the students in mathematics is one of the most common issues in the last ten years (Khoshaim, 2015). This problem became more important since the number of straggling students has been increasing for the past ten years (AlMoshari, 2012). According to Higbee and Thomas (1999) mathematics self-efficacy, along with other effective characteristics such as test anxiety and perceived usefulness of mathematics, influenced students' mathematical achievements in a study of college freshmen enrolled in a developmental mathematics course. Mathematics self-efficacy refers to individuals’ confidence or perceptions regarding their mathematics ability. Given the possible predictive power of Mathematics self-efficacy on students' mathematic performance, a reliable and valid mathematic self-efficacy measure appropriate for Arabic-speaking Saudi students is required. The purpose of this study is to validate an Arabic version of the Mathematic Self-Efficacy and Anxiety Questionnaire (MSEAQ; Al Mlhem, 2018) and examine its psychometric characteristics with a student sample at Taibah University in Saudi Arabia. The MSEAQ will be used in this study because it was created to measure mathematical self-efficacy and anxiety among university students (the study's target population). Also, the MSEAQ was found to be considerably better at internal consistencies, with a Cronbach's coefficient alpha of.94, and was validated by examining EFA (May, 2009). Numerous studies using a mathematical self-efficacy scale have been conducted in the English language and its effectiveness demonstrated with English speakers.
Mohammed Almohaimeed, Wayne State University, United States
Do-Hong Kim, Wayne State University, United States
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