Table 2.

Convergent and discriminant validity of the AMAS questionnaire.

Group	Measure	n	AMAS total	AMAS Learning	AMAS Testing
Self assessed math skill (MAAA)	Math skill	809	−0.50**	−0.36**	−0.49**
	Arithmetic skill	808	−0.47**	−0.36**	−0.45**
	Geometry skill	809	−0.43**	−0.34**	−0.41**
	Text problems skill	808	−0.44**	−0.31**	−0.44**
Self report of math scores during education (MAAA)	Typical grade–elementary school	809	−0.32**	−0.30**	−0.26**
	Typical grade–gymnasium	798	−0.39**	−0.32**	−0.35**
	Typical grade–high school	809	−0.38**	−0.28**	−0.36**
	Typical grade–average	810	−0.44**	−0.36**	−0.40**
Discouragement when solving problems (MAAA)	Discouragement–Math problem	810	−0.48**	−0.37**	−0.46**
	Discouragement–Essay	809	0.09*	0.05	0.10**
Non-allowed help usage (MAAA)	Non-allowed help–Math	808	−0.46**	−0.36**	−0.43**
	Non-allowed help–Humanities	802	0.06	0.03	0.07
Liking school subjects (MAAA)	I like Math	809	−0.50**	−0.36**	−0.50**
	I like Sciences	809	−0.32**	−0.23**	−0.32**
	I like Humanities	808	0.12**	0.08*	0.12**
Temperament (FCB-TI)	Sensory Sensitivity	130	0.13	0.15	0.09
	Emotional Reactivity	130	0.48**	0.35**	0.48**
	Perseverance	130	0.28**	0.21*	0.28**
	Activity	130	−0.03	0.03	−0.07
	Briskness	130	−0.27**	−0.16	−0.31**
	Endurance	130	−0.27**	−0.15	−0.30**
Anxiety (STAI)	State Anxiety	280	0.22**	0.18**	0.20**
	Trait anxiety	818	0.33**	0.22**	0.34**

Names of measurement instruments used are presented in parentheses in the first column. All correlations are reported with the respective sample size, which differs considerably in several cases. Significant correlations are marked with asterisks.

^**p < 0.01 (two tailed);

^*p < 0.05 (two tailed).