Comparer des méthodes

	Échelle d'évaluation de l'anxiété en mathématiques	Échelle des Dispositions à la Pensée Critique
Domaine	Psychologie de l'éducation	Psychologie de l'éducation
Famille	Process / pipeline	Process / pipeline
Année d'origine	1972	1992
Auteur d'origine	Frank Richardson, Richard Suinn	Peter Facione
Type	Domain-specific anxiety assessment	Critical thinking propensity measurement
Source fondatrice	Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551-554.	Facione, P. A., Facione, N. C., & Giancarlo, C. A. F. (1992). The California Critical Thinking Disposition Inventory. Insight Assessment, Millbrae, CA.
Alias	MARS, Math Anxiety Measure	CTDS, California Critical Thinking Disposition Inventory, CCTDI
Apparentées	4	4
Résumé	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 Critical Thinking Dispositions Scale (CTDS), exemplified by the California Critical Thinking Disposition Inventory (CCTDI), measures the extent to which individuals exhibit cognitive dispositions conducive to critical thinking. Developed by Facione (1992), it assesses dimensions including truth-seeking, open-mindedness, analytical orientation, self-confidence, systematic approach, and inquisitiveness. Critical thinking dispositions—the habits of mind and values that support rigorous reasoning—are distinct from but complementary to critical thinking skills.