Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED) Cilt 11, Sayı 1, Haziran 2017, sayfa 128-159. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education Vol. 11, Issue 1, June 2017, pp. 128-159. Mathematics Examination Anxiety Scale for Middle School Students: A Scale Development Study * İsmail Şan † , Mustafa Akdağ İnönü University, Malatya, Turkey Received : 03.12.2016 Accepted : 02.06.2017 Abstract – The purpose of this study is to develop a scale to determine middle school students' math test anxiety. For this purpose, the trial form prepared was presented to experts to receive feedback on the validity of the items. In line with the feedback from the experts, the content, structure and appearance validity of the items have been increased. Substances below .80 for content validity were not used in the study. 32-item trial form prepared was applied to 592 students from 8 different middle school that enrolled in the 7th grade. The Obtained data was analyzed. As a result of the exploratory factor analysis, a structure with 22 items and 3 factors, namely "Tension", "Affection" and "Delusion" has been reached. Then, by analyzing the relations between subscales of the scale, it was determined that the factors are in a positive and meaningful relationship with each other. By the analysis it was seen that subscales were the dimensions of a structure named Mathematical Test Anxiety. The Confirmatory factor analysis results of the model, in which the compliance goodness index scores were high, showed consistency with the exploratory factor analysis results. The internal consistency coefficient obtained for the whole scale was calculated as .848. Key words: mathematics, examination anxiety, middle school. Summary Introduction Mathematics examination anxiety emerges in case of formal assessment situations. It has state anxiety specifications and indicates itself as negative emotional reactions. Beside cognitive and affective indicators, it usually is emerged as unrelated behaviors with test. The effect of mathematics examination anxiety not only facilitates but also makes harder to learn mathematics at certain rates (Tsai & Kuo, 2008). Mathematics examination anxiety is related to exam anxiety and mathematics anxiety. There are a number of scales that tries to measure * This paper is mainly based on doctoral dissertation of the first author, at İnönü University, with Mustafa Akdağ as the supervisor † Corresponding Author: Assist. Prof. Dr., Department of Curriculum and Instruction