Σύγκριση μεθόδων

	Κλίμακα Αξιολόγησης Άγχους στα Μαθηματικά	Κλίμακα Δέσμευσης Μαθητών/Φοιτητών
Πεδίο	Εκπαιδευτική Ψυχολογία	Εκπαιδευτική Ψυχολογία
Οικογένεια	Process / pipeline	Process / pipeline
Έτος προέλευσης	1972	2004
Δημιουργός	Frank Richardson, Richard Suinn	Jennifer Fredricks, Phyllis Blumenfeld, Alison Paris
Τύπος	Domain-specific anxiety assessment	Multidimensional engagement assessment
Θεμελιώδης πηγή	Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551-554.	Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Εναλλακτικές ονομασίες	MARS, Math Anxiety Measure	SES, Academic Engagement Measure
Συναφείς	4	4
Σύνοψη	The Mathematics Anxiety Rating Scale (MARS) is a self-report instrument measuring the degree of anxiety students experience in mathematical situations. Developed by Richardson and Suinn (1972) and revised by Plake and Parker (1995), it assesses emotional and physiological responses to math learning and performance. Mathematics anxiety—fear or dread anticipating math tasks—significantly undermines achievement, particularly in STEM fields, and is a target for intervention in educational and clinical settings.	The Student Engagement Scale (SES) measures the extent to which students are actively involved in academic and social aspects of school or university life. Grounded in Fredricks et al.'s multidimensional framework, the instrument assesses behavioral engagement (participation, attendance, effort), emotional engagement (interest, belonging, enthusiasm), and cognitive engagement (mental effort, deep thinking, persistence). High engagement is consistently associated with better learning outcomes and well-being.