Rasch Model Validation of the Math Anxiety Scale with the Addition of the Learning Limit Anxiety (LLA) Dimension Rina Oktaviyanthi (a*), Khotimah (a), Ria Noviana Agus (a)
a) Department of Mathematics Education, Universitas Serang Raya, Jl. Raya Serang-Cilegon KM.5, Taman Drangong, Serang, Banten 42162, Indonesia
*rinaokta[at]unsera.ac.id
Abstract
First-year university students experience elevated anxiety when encountering formal and abstract concepts in calculus, particularly the epsilon-delta definition of limits. Traditional math anxiety scales often fail to capture this specific affective response. To address this gap, this study aimed to validate a revised Math Anxiety Scale by introducing a new dimension: Learning Limit Anxiety (LLA). This additional construct targets anxiety triggered during the learning of rigorous limit definitions in calculus. A total of 75 undergraduate mathematics education students responded to a 37-item Likert-scale instrument comprising four dimensions: Perception of Difficulty and Motivation (PDM), Learning Mathematics Anxiety (LMA), Learning Limit Anxiety (LLA), and Math Test Anxiety (MTA). The Rasch model was employed to evaluate psychometric properties, including item fit, unidimensionality, reliability, and rating scale functionality. Results revealed strong internal consistency with person and item reliability values of 0.94 and 0.99, respectively. The unidimensionality assumption was supported by principal component analysis, and most items demonstrated acceptable fit, except six that require revision. These findings affirm the scale^s validity and offer a powerful tool for diagnosing nuanced forms of math anxiety. The revised instrument also lays the groundwork for EEG-based interventions targeting anxiety in formal calculus learning.
