Problem
The overlap and lack of clear distinction among the constructs of math anxiety, math self-concept, and math self-efficacy presents issues for research and practice. The literature reveals that math anxiety is closely linked to math self-concept (Klee et al., 2022). Additionally, math self-concept and math self-efficacy often overlap and are not easily distinguishable (Kranzler & Pajares, 1997; Pajares & Miller, 1994; Pajares & Urdan, 1996). Each of these constructs has been shown to play a critical role in student math achievement (Timmerman et al., 2016). -- When constructs are not defined or measured distinctly, inconsistencies may emerge in research findings, limiting the comparability of the results across studies. Block (2000) noted that “the jingle fallacy can cause the scientifically uncareful to believe they are talking of the same phenomenon when indeed they are not,” whereas the jangle fallacy “limits discernment of important empirical and conceptual convergences” (p. 156). Establishing conceptual and empirical boundaries is necessary to advance theoretical understanding and enhance the validity of future research. Furthermore, greater conceptual clarity strengthens the application of these constructs in educational settings, allowing practitioners to select appropriate assessment tools, interpret results more accurately and design interventions to promote student math success more effectively.
Methodology
This study used a quantitative, non-experimental design. The collected data was factor-analyzed to identify correlations among the items from the three questionnaires: the AMAS, MSCS, and MSEQ, to uncover underlying patterns found in the measures. The aim was to determine the discrete and overlapping areas for each instrument. These three instruments were selected for their reliability, brevity, and frequent use in the literature.
Results
This study provides evidence that as measured with a sample of 305 fourth and fifth grades students from a public school district in north-central Indiana, math anxiety, math self-concept and math self-efficacy are best understood as distinct but strongly interrelated constructs. Model comparisons demonstrated that the three-factor solution reported the best fit indices as opposed to the two-factor model across all indices (RMSEA = .053 vs .063; CFI = .941 vs .910; TLI = .924 vs .894; SRMR = .035 vs .044). This reveals that these constructs loaded on separate but correlated factors rather than collapsing into broader undifferentiated categories. -- These results show that even though these constructs are strongly connected, they are not the same. They work together and influence each other, but each represents a different part of how students think and feel about math. In other words, they are closely linked, but not identical and each plays its own role in students’ math experiences.
Conclusions
The findings underscore the importance of precise construct definition and instrument selection in educational psychology. Clarifying these boundaries enhances measurement validity, supports accurate student evaluation and intervention and informs future research on math-related affect and self-beliefs.
","abstract_html":"<p>Problem</p> <p>The overlap and lack of clear distinction among the constructs of math anxiety, math self-concept, and math self-efficacy presents issues for research and practice. The literature reveals that math anxiety is closely linked to math self-concept (Klee et al., 2022). Additionally, math self-concept and math self-efficacy often overlap and are not easily distinguishable (Kranzler & Pajares, 1997; Pajares & Miller, 1994; Pajares & Urdan, 1996). Each of these constructs has been shown to play a critical role in student math achievement (Timmerman et al., 2016). -- When constructs are not defined or measured distinctly, inconsistencies may emerge in research findings, limiting the comparability of the results across studies. Block (2000) noted that “the jingle fallacy can cause the scientifically uncareful to believe they are talking of the same phenomenon when indeed they are not,” whereas the jangle fallacy “limits discernment of important empirical and conceptual convergences” (p. 156). Establishing conceptual and empirical boundaries is necessary to advance theoretical understanding and enhance the validity of future research. Furthermore, greater conceptual clarity strengthens the application of these constructs in educational settings, allowing practitioners to select appropriate assessment tools, interpret results more accurately and design interventions to promote student math success more effectively.</p> <p>Methodology</p> <p>This study used a quantitative, non-experimental design. The collected data was factor-analyzed to identify correlations among the items from the three questionnaires: the AMAS, MSCS, and MSEQ, to uncover underlying patterns found in the measures. The aim was to determine the discrete and overlapping areas for each instrument. These three instruments were selected for their reliability, brevity, and frequent use in the literature.</p> <p>Results</p> <p>This study provides evidence that as measured with a sample of 305 fourth and fifth grades students from a public school district in north-central Indiana, math anxiety, math self-concept and math self-efficacy are best understood as distinct but strongly interrelated constructs. Model comparisons demonstrated that the three-factor solution reported the best fit indices as opposed to the two-factor model across all indices (RMSEA = .053 vs .063; CFI = .941 vs .910; TLI = .924 vs .894; SRMR = .035 vs .044). This reveals that these constructs loaded on separate but correlated factors rather than collapsing into broader undifferentiated categories. -- These results show that even though these constructs are strongly connected, they are not the same. They work together and influence each other, but each represents a different part of how students think and feel about math. In other words, they are closely linked, but not identical and each plays its own role in students’ math experiences.</p> <p>Conclusions</p> <p>The findings underscore the importance of precise construct definition and instrument selection in educational psychology. Clarifying these boundaries enhances measurement validity, supports accurate student evaluation and intervention and informs future research on math-related affect and self-beliefs.</p>","abstract_has_math":false,"creators":["Durrant-Walker, Marsha Natasha"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Dissertation","degree_discipline":"School Psychology, Ph.D.","degree_department":null,"school":null,"contributors":["Jeannie Montagano","Rudolph Bailey","Nadia Nosworthy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-01-01T08:00:00Z","date_published":"2026-01-01T08:00:00Z","updated_at":"2026-07-24T00:54:19Z","subjects":["Math Anxiety","Self-Efficacy","Self-Concept","Jingle Jangle Fallacies","Educational Psychology","Mathematics"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.andrews.edu/dissertations/1857","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jeannie Montagano","Rudolph Bailey","Nadia Nosworthy"]},{"key":"dc:creator","label":"Author","values":["Durrant-Walker, Marsha Natasha"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-03-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School Psychology, Ph.D."]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Math Anxiety","Self-Efficacy","Self-Concept","Jingle Jangle Fallacies","Educational Psychology","Mathematics"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.andrews.edu/dissertations/1857"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Problem
The overlap and lack of clear distinction among the constructs of math anxiety, math self-concept, and math self-efficacy presents issues for research and practice. The literature reveals that math anxiety is closely linked to math self-concept (Klee et al., 2022). Additionally, math self-concept and math self-efficacy often overlap and are not easily distinguishable (Kranzler & Pajares, 1997; Pajares & Miller, 1994; Pajares & Urdan, 1996). Each of these constructs has been shown to play a critical role in student math achievement (Timmerman et al., 2016). -- When constructs are not defined or measured distinctly, inconsistencies may emerge in research findings, limiting the comparability of the results across studies. Block (2000) noted that “the jingle fallacy can cause the scientifically uncareful to believe they are talking of the same phenomenon when indeed they are not,” whereas the jangle fallacy “limits discernment of important empirical and conceptual convergences” (p. 156). Establishing conceptual and empirical boundaries is necessary to advance theoretical understanding and enhance the validity of future research. Furthermore, greater conceptual clarity strengthens the application of these constructs in educational settings, allowing practitioners to select appropriate assessment tools, interpret results more accurately and design interventions to promote student math success more effectively.
Methodology
This study used a quantitative, non-experimental design. The collected data was factor-analyzed to identify correlations among the items from the three questionnaires: the AMAS, MSCS, and MSEQ, to uncover underlying patterns found in the measures. The aim was to determine the discrete and overlapping areas for each instrument. These three instruments were selected for their reliability, brevity, and frequent use in the literature.
Results
This study provides evidence that as measured with a sample of 305 fourth and fifth grades students from a public school district in north-central Indiana, math anxiety, math self-concept and math self-efficacy are best understood as distinct but strongly interrelated constructs. Model comparisons demonstrated that the three-factor solution reported the best fit indices as opposed to the two-factor model across all indices (RMSEA = .053 vs .063; CFI = .941 vs .910; TLI = .924 vs .894; SRMR = .035 vs .044). This reveals that these constructs loaded on separate but correlated factors rather than collapsing into broader undifferentiated categories. -- These results show that even though these constructs are strongly connected, they are not the same. They work together and influence each other, but each represents a different part of how students think and feel about math. In other words, they are closely linked, but not identical and each plays its own role in students’ math experiences.
Conclusions
The findings underscore the importance of precise construct definition and instrument selection in educational psychology. Clarifying these boundaries enhances measurement validity, supports accurate student evaluation and intervention and informs future research on math-related affect and self-beliefs.
"]},{"key":"dc:title","label":"Title","values":["Math Anxiety, Math Self-Concept and Math Self-Efficacy: a Study of the Jingle-Jangle Fallacies"]}]}],"canonical_facts":{"dc:contributor":["Jeannie Montagano","Rudolph Bailey","Nadia Nosworthy"],"dc:creator":["Durrant-Walker, Marsha Natasha"],"dc:date.available":["2026-03-17T07:00:00Z"],"dc:description.abstract":["Problem
The overlap and lack of clear distinction among the constructs of math anxiety, math self-concept, and math self-efficacy presents issues for research and practice. The literature reveals that math anxiety is closely linked to math self-concept (Klee et al., 2022). Additionally, math self-concept and math self-efficacy often overlap and are not easily distinguishable (Kranzler & Pajares, 1997; Pajares & Miller, 1994; Pajares & Urdan, 1996). Each of these constructs has been shown to play a critical role in student math achievement (Timmerman et al., 2016). -- When constructs are not defined or measured distinctly, inconsistencies may emerge in research findings, limiting the comparability of the results across studies. Block (2000) noted that “the jingle fallacy can cause the scientifically uncareful to believe they are talking of the same phenomenon when indeed they are not,” whereas the jangle fallacy “limits discernment of important empirical and conceptual convergences” (p. 156). Establishing conceptual and empirical boundaries is necessary to advance theoretical understanding and enhance the validity of future research. Furthermore, greater conceptual clarity strengthens the application of these constructs in educational settings, allowing practitioners to select appropriate assessment tools, interpret results more accurately and design interventions to promote student math success more effectively.
Methodology
This study used a quantitative, non-experimental design. The collected data was factor-analyzed to identify correlations among the items from the three questionnaires: the AMAS, MSCS, and MSEQ, to uncover underlying patterns found in the measures. The aim was to determine the discrete and overlapping areas for each instrument. These three instruments were selected for their reliability, brevity, and frequent use in the literature.
Results
This study provides evidence that as measured with a sample of 305 fourth and fifth grades students from a public school district in north-central Indiana, math anxiety, math self-concept and math self-efficacy are best understood as distinct but strongly interrelated constructs. Model comparisons demonstrated that the three-factor solution reported the best fit indices as opposed to the two-factor model across all indices (RMSEA = .053 vs .063; CFI = .941 vs .910; TLI = .924 vs .894; SRMR = .035 vs .044). This reveals that these constructs loaded on separate but correlated factors rather than collapsing into broader undifferentiated categories. -- These results show that even though these constructs are strongly connected, they are not the same. They work together and influence each other, but each represents a different part of how students think and feel about math. In other words, they are closely linked, but not identical and each plays its own role in students’ math experiences.
Conclusions
The findings underscore the importance of precise construct definition and instrument selection in educational psychology. Clarifying these boundaries enhances measurement validity, supports accurate student evaluation and intervention and informs future research on math-related affect and self-beliefs.
"],"dc:identifier":["https://digitalcommons.andrews.edu/dissertations/1857"],"dc:subject":["Math Anxiety","Self-Efficacy","Self-Concept","Jingle Jangle Fallacies","Educational Psychology","Mathematics"],"dc:title":["Math Anxiety, Math Self-Concept and Math Self-Efficacy: a Study of the Jingle-Jangle Fallacies"],"thesis:degree_discipline":["School Psychology, Ph.D."],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T00:54:19Z"}