The Validity and Reliability of the INVALSI Questionnaire about Math Test-Taking Anxiety and Math Enjoyment

Abstract

Although the impact of non-cognitive factors, such as math anxiety, math test-taking anxiety, and attitudes toward mathematics, has been extensively studied, this area remains partially unexplored in the realm of national assessments. This research focuses on the analysis of the validity and reliability of an 11-item questionnaire introduced by the Italian INVALSI Institute during the 2017-2018 school year. The study utilized a sample of 27,188 Grade 5 Italian pupils. Principal Component Analysis and Exploratory Factor Analysis were applied to refine the instrument, resulting in a final version comprising 10 items that measured two constructs: math test-taking anxiety and mathematics enjoyment. Factor analysis confirmed the excellent fit of the two-factor model. Item analyses and reliability analyses demonstrated satisfactory item-total correlations and excellent overall reliability. Consequently, the instrument proves valid and reliable for evaluating students' math test-taking anxiety and math enjoyment. Despite distinctions from larger-scale instruments like OECD-PISA, this research presents an alternative questionnaire suitable for use in both national and large-scale assessments when combined with other standardized instruments.