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The purpose of the current study was to develop an effective scale that can be used to assess the severity level of Mathematics Anxiety (MA) among students. Generally, measures for assessing MA adopt primitive questionnaires and unweighted rating-scale based approaches which are predominantly intended for a particular range of students. As a consequence, this type of approach is inherently static and not effective to be used widely. To bridge this gap, considering the view of 839 students, thedoi:10.3991/ijim.v15i08.18627 doaj:1fbc706649d343a989bace9eae8fa1d5 fatcat:rlbsggwgebgd5ij7q3ud5ue67i