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The Nature, Effects, and Relief of Mathematics Anxiety
Abstract
Results of 151 studies were integrated by meta-analysis to scrutinize the construct mathematics anxiety. Mathematics anxiety is related to poor performance on mathematics achievement tests. It relates inversely to positive attitudes toward mathematics and is bound directly to avoidance of the subject. Variables that exhibit differential mathematics anxiety levels include ability, school grade level, and undergraduate fields of study, with preservice arithmetic teachers especially prone to mathematics anxiety. Females display higher levels than males. However, mathematics anxiety appears more strongly linked with poor performance and avoidance of mathematics in precollege males than females. A variety of treatments are effective in reducing mathematics anxiety. Improved mathematics performance consistently accompanies valid treatment.
... Furthermore, studies have found differences in MA means as a function of gender, although its relationship with math is not significantly affected by gender [5,11]. ...
... As previous research is predominantly centred around secondary school and university populations [5], it is important to study the math performance-MA relationship at earlier educational stages. In this study we evaluate a MA instrument tailored for younger age groups and examine their relationships with selected criterion variables. ...
... Hembree [5] also documented the correlation between MA (measurements of math anxiety in general) and math self-concept as r = − 0.7, and MA and test anxiety as r = 0.52. It is worth noting that these were effect sizes for the whole sample, which consisted of a large variety of age groups, which were, on average, older than the sample studied in the current study. ...
The current study assessed reliability and validity evidence of the shortened Swedish Mathematics Anxiety Rating Scale—Elementary (MARS-E), using data from three time points. After initial pilot tests, a total of 429 students participated in the study, completing the MARS-E twice during grade 4 and once during grade 5. Confirmatory factor analyses supported a one-factor structure at each timepoint. The scale displayed both longitudinal and gender measurement invariance across timepoints, ensuring both stability and fairness across gender and time. Factor correlations with criterion variables were examined, revealing a strong correlation between math anxiety (MA) and test anxiety (TA) ( r = 0.707). However, the two constructs had distinct relationships to other criterion variables, such as math performance ( r ma = − 0.343, r ta = − 0.110) and self-concept in math ( r ma = − 0.580, r ta = − 0.273). Gender correlations provided evidence of girls being more strongly associated with higher math anxiety scores compared to boys. The current paper provides evidence of the Swedish MARS-E as a valid, easily interpreted, unidimensional instrument for measuring math anxiety in Swedish primary school students. Additionally, the study highlights the gender disparities concerning math anxiety as early as grades 4 and 5.
... At this stage, teachers play a pivotal role, as they serve as role models for their students and can significantly influence their attitudes (e.g., Blazar & Kraft, 2017). Notably, the elevated mathematics anxiety reported among primary school teachers compared to other adult groups raise concerns about negative role model learning Hembree, 1990;Kelly & Tomhave, 1985;Çatlıoğlu et al., 2014;Uysal & Dede, 2016). Teacher's mathematics anxiety may induce mathematics anxiety in their students (e.g., Richland et al., 2020) as well as impact their mathematics achievement (e.g., Beilock et al., 2010;Ramirez et al., 2018). ...
... Common (trait) mathematics anxiety is associated with other forms of anxiety (Cipora et al., 2015;Hembree, 1988Hembree, , 1990Lunardon et al., 2022;Orbach et al., 2020;Rossi et al., 2023). These other forms of anxiety are also associated with mathematics performance, although these associations are weaker compared to that of mathematics anxiety. ...
... • state anxiety: experienced at the very moment of performing a task (Endler & Kocovski, 2001) • test anxiety: experienced in evaluative settings in general (Hembree, 1988) • general anxiety: the general tendency to feel anxious about everyday situations (Hembree, 1990) • neuroticism 1 : the broader tendency to be emotionally unstable (Cipora et al., 2015;Lunardon et al., 2022;Rossi et al., 2023) ...
... For example, math anxiety is correlated with worse understanding of health information (Rolison et al., 2016). Math anxiety refers to the unpleasant feelings or tension that many people experience while performing or thinking about math (Ashcraft, 2002;Hembree, 1990;O'Leary et al., 2017;Richardson & Suinn, 1972). Higher math anxiety is associated with more negative perceptions about one's math abilities (Ashcraft, 2002), higher test anxiety and generalized anxiety (Dowker et al., 2016;Hembree, 1990), more math avoidance behaviors (Ashcraft, 2002;Ashcraft & Krause, 2007), lower need for cognition (Maloney & Retanal, 2020), and lower accuracy on assessments of mathematical performance (Sidney et al., 2019;. ...
... Math anxiety refers to the unpleasant feelings or tension that many people experience while performing or thinking about math (Ashcraft, 2002;Hembree, 1990;O'Leary et al., 2017;Richardson & Suinn, 1972). Higher math anxiety is associated with more negative perceptions about one's math abilities (Ashcraft, 2002), higher test anxiety and generalized anxiety (Dowker et al., 2016;Hembree, 1990), more math avoidance behaviors (Ashcraft, 2002;Ashcraft & Krause, 2007), lower need for cognition (Maloney & Retanal, 2020), and lower accuracy on assessments of mathematical performance (Sidney et al., 2019;. Although extensive research has been conducted on the role of math anxiety in educational contexts, less is known about how math anxiety may function in health contexts, such as the one illustrated above. ...
... In the current study, we assessed whether greater math anxiety (averaged across the 5 items about math in general and specific types of math) was related to participants' greater negative emotional activation scores. We expected math anxiety to correlate with negative emotional activation because math anxious individuals are more likely to be generally anxious as well (Ashcraft, 2002;Hembree, 1990). Note however that we did not expect trait math anxiety to be redundant with negative emotional activation during the health risk estimation task. ...
Dealing with numbers is an inherent aspect of interpreting health statistics, and negative emotions may interfere with medical decision making. One emotionally charged decision-making context is parents making medical decisions for their children. Knowing which factors–such as anxiety specific to math contexts–are associated with parents’ negative emotions during the decision-making process may inform ways to better support families as they make critical medical decisions. The current study involved secondary data analyses of an experiment with 249 parents. Participants were randomly assigned to make hypothetical health decisions for themselves, their child, or a stranger. We examined which domain-specific math (e.g., math anxiety), domain general (i.e., need for cognition), and demographic variables (e.g., parents’ health-care coverage) were associated with ratings of negative emotional activation immediately after making the decisions. Results indicated that two factors were significantly associated with parents’ ratings of negative emotional activation: (1) the person they were making decisions about (i.e., higher negative emotion activation if they were randomly assigned to make hypothetical health decisions about their child versus themselves or a stranger), and (2) parents’ ratings of their own math anxiety (i.e., parents with higher self-reported math anxiety also reported higher negative emotional activation). Future research may further consider the joint roles of emotional activation and math anxiety in how parents make health decisions for their children. Further, understanding how much math anxiety causally contributes to people’s overall negative emotional activation could lead to a more nuanced understanding of negative emotional activation in health decision making.
... Educational academics have long studied math anxiety in students (Awofala & Odogwu, 2017;Hembree, 1990). Yakubu (2018) stated that math would always impact humanity, even if the desire for solutions is unquestionable every day, everywhere, and always. ...
... Math anxiety is a perturbing element that hinders students' achievement and promotes disaffection in mathematics learning (Awofala, 2017;Awofala & Awolola, 2011;Awofala et al., 2024;Sopekan & Awofala, 2019). Outside of school, many associate math with despair and heartache and mathematical discomfort causes these issues (Awofala & Odogwu, 2017;Awofala, 2019;Awofala & Akinoso, 2017;Bekdemir, 2010;Hembree, 1990;Suinn, 2010;Tobias, 2006). Acta Didactica Napocensia, ISSN 2065-1430 Tobias (2006) defines mathematics anxiety as worry and dread that interfere with managing figures and the ability to solve mathematics is applicable to a diverse array of everyday and scholarly challenges and situations. ...
... Mathematics anxiety is a psychological condition that induces fear and apprehension in students when confronted with mathematical symbols and concepts. This emotional response has a detrimental impact on their ability to do well in mathematics (Awofala et al., 2024;Hembree, 1990;Suinn, 2010). Students' failure in math had already led to a misguided illusion about learning and comprehending math, resulting in a significant effect on their self-esteem in the subject and made math a terrible experience for so many students and their most difficult subject in the classroom (Awofala, 2017;Sopekan & Awofala, 2019). ...
Technology has revolutionised everyday existence. Information and Communication Technology (ICT) is essential to society, employment, and education. Improved microelectronics has facilitated the proliferation of inexpensive portable devices such as smartphones. This study, therefore, investigated whether senior secondary school students' nomophobia and smartphone addiction are linked to math anxiety. Two research hypotheses were tested and the study was guided by social cognitive theory. This study employed a descriptive survey research methodology and primary data were collected from 397 students in Ikorodu, Lagos, Nigeria with the use of the Nomophobia Questionnaire (NMP-Q, α=0.89), the Smartphone Addiction Scale Short Version (SAS-SV, α=0.82), and the Mathematics Anxiety Scale (MAS, α=0.81) developed by Yildirim and Correia (2015), Kwon et al. (2013), and Ablian and Parangat (2022) respectively. The data gathered were subjected to analysis using frequency counts, Pearson correlation, and regression analysis at 0.05 significance level. This analysis was conducted using SPSS software, specifically version 23.0. The research revealed a significant association between nomophobia and smartphone addiction among the students. Additionally, the severity of nomophobia and smartphone addiction emerged as significant predictors of mathematics anxiety among high schools in Lagos. Consequently, this investigation proposes that educational authorities in Lagos State should consider implementing a ban on mobile phone usage within secondary schools as a means to mitigate these behavioural addictions among adolescents. Additionally, stakeholders within the education sector, including parents, can contribute to the prevention of these addictions by advising students about the perils of smartphone addiction, fostering ethical social interactions that cultivate trust in the family unit, and imposing restrictions on their children's smartphone usage and associated expenses.
... Extensive research has established that certain individual have highly negative attitudes about mathematics, which can occasionally emerge as severe anxiety (Hembree, 1990). Preventing math anxiety as early in childhood as feasible may reduce the chances of it occurring at older ages (Sevey, 2012). ...
... Numerous studies have demonstrated that several people have tremendously unfavorable perspectives about mathematics, which can occasionally manifest as acute anxiety (Ashcraft, 2002;Dowker et al., 2016;Hembree, 1990;Maloney & Beilock, 2012). ...
... It is also important to remember that, although Math Anxiety shares certain characteristics with other forms of anxiety, it is distinct from general trait anxiety or test anxiety and is associated with particular deficits in understanding math-or number-related activities (Chang & Beilock, 2016;Hembree, 1990;Kazelskis et al., 2000). ...
This study addresses the pressing issue of math anxiety, a condition that negatively impacts students' attitudes toward mathematics and often leads to severe anxiety. Recognizing the importance of addressing math anxiety in early childhood, this research investigates the potential of educational technology tools, specifically digital games, as interventions to alleviate this issue. Through a comprehensive literature review, the study examines the intersection of math anxiety and digital games, synthesizing existing research to provide a holistic overview. Additionally, the study establishes a set of evaluation criteria for digital math games and applies these criteria to assess two specific games: Prodigy and PlayMath in Whyville. The findings contribute to the understanding of effective game design elements and scenarios, offering insights for future research and development in this field.
... Higher levels of mathematics anxiety are related to lower levels of performance in mathematics 2,30 . Mathematics anxiety is also related to lower performance in non-mathematical tasks, although the correlation is generally weaker 28,31 . There are multiple non-exclusive pathways through which mathematics anxiety and mathematics performance could become related. ...
... Our other findings confirm the role of mathematics anxiety as an independent contributor to school outcomes. Scores on the MARS exhibited a reasonably strong correlation with IQ, contradicting previous claims 2 that mathematics anxiety is derived from a domain-specific as opposed to a general perceived deficit in cognitive performance (Latent correlations r g-MARS =0.594, r dpv-MARS =-0.719, see also contradicting results from 28,31 ). While we are unable to causally account for this association, it is possible that students with lower general cognitive ability correctly perceive that studying mathematics will be an especially challenging task for them 35,36 . ...
Mathematics is a key school subject for some of the most lucrative and economically important careers. Low mathematics performance in school is associated with low psychometric intelligence, family socioeconomic status (SES), specific mathematical abilities, and high mathematics anxiety. We used a sample of Hungarian schoolchildren (N = 102, mean age = 12.3 years) to directly compare the predictive power of general intelligence, specific mathematical abilities measured by the Pedagogical Examination of Dyscalculia (DPV), mathematics anxiety, and socioeconomic status for mathematics grades. Mathematics grades correlated with IQ, specific mathematic ability, mathematics anxiety, and a composite measure of family SES. The WISC-IV showcased a manifest correlation of 0.62 and a latent correlation of 0.78 with the DPV and high manifest (r=-0.53) and latent (r=-0.59) correlations with mathematics anxiety. IQ alone accounted for 52% of the variance in mathematics grades. IQ, specific mathematical ability, family SES and mathematics anxiety jointly accounted for 56% of the variance in grades, with a non-significant contribution of specific mathematical ability and family SES over IQ and a marginal contribution of mathematics anxiety. Our results show that psychometric intelligence is the most important predictor of mathematics grades, while family SES and specific mathematical abilities are only associated with grades to the extent they reflect psychometric intelligence. The results, however, confirmed a small role of mathematics anxiety over intelligence in predicting grades.
Supplementary Information
The online version contains supplementary material available at 10.1038/s41598-024-77904-7.
... Although most recent studies have given a keen interest in examining and understanding the various aspects of MA, huge research work has focused mainly on senior high schools and tertiary institutions across both developed and developing countries with little attention being geared toward elementary or junior high schools (Luttenberger et al., 2018;Ramirez, et al., 2013) were much belief MA usually develops (Devine et al., 2012). MA in educational settings according to Hembree (1990) studies is higher in pupils than college students. He established an average correlation of -0.73 between MA and mathematics enjoyment as well as an average correlation of -0.82 between MA and mathematics confidence in pupils against college students with an average correlation of -0.47 between MA and mathematics enjoyment as well as an average correlation of -0.65 between MA and mathematics confidence. ...
... He established an average correlation of -0.73 between MA and mathematics enjoyment as well as an average correlation of -0.82 between MA and mathematics confidence in pupils against college students with an average correlation of -0.47 between MA and mathematics enjoyment as well as an average correlation of -0.65 between MA and mathematics confidence. Even though the anxiety level in mathematics declined as pupils proceeded to college, Hembree (1990) finds very high anxiety in students at both levels of the education setting. Perina (2002) also believes that the problem of mathematics anxiety occurs in middle school more than at any other level of the educational setting. ...
Mathematics is a fascinating and perplexing subject that is constantly evolving in a variety of scientific fields. Naturally, it is amazing and beautiful to use mathematics to solve a real-life problem and comprehend it. However, most people fear mathematics. The goal of this research was to explore Ghanaian Junior High School pupils' level of anxiety in mathematics at two different schools.. A Likert-Scale type of questionnaire on mathematics anxiety was given to 120 pupils who were randomly selected from the population to answer voluntarily. Descriptive and inferential analysis were both used to analysis the responses from the pupils. It was revealed that mathematics anxiety was reported to be high among junior high school pupils. It was also found that female pupils had greater levels of mathematics anxiety than male pupils. Practical recommendations are provided based on the findings of the study.
... These approaches encourage students to actively participate in the learning process, which can lead to deeper comprehension and retention of mathematical principles. A positive and supportive learning environment is crucial for promoting students' affective engagement and reducing mathematics anxiety (Hembree, 1990). Teachers who provide encouragement, support, and constructive feedback can help alleviate students' anxiety and foster a sense of belonging and confidence in their mathematical abilities. ...
... In addition, experience with mathematics, including past successes or failures, can shape students' attitudes and confidence levels. Students with positive experiences may approach math instruction with greater motivation and selfefficacy, whereas those with negative experiences may exhibit mathematics anxiety or avoidance behaviors (Hembree, 1990). In summary, considering individual differences in cognitive styles, learning preferences, and past experiences can inform the design and delivery of math instruction, making it more effective for diverse learners. ...
Introduction
Addressing mathematics anxiety is important to ensure that students achieve good academic performance and maintain their mental health during the critical middle school period. However, previous studies have focused on the separate effects of the preconditions for mathematics anxiety, ignoring the interaction of factors. Therefore, this study aims to identify the determinants of mathematics anxiety from the perspective of complex systems via necessary condition analysis (NCA) and qualitative comparative analysis (QCA). To the best of our knowledge, this is the first study to identify configurations of preconditions of mathematics anxiety among middle school students.
Methods
A total of 183 middle school students aged 16 to 19 years (Mage = 17.47, SD = 0.89) in China participated in this cross-sectional study. The outcome variable of the study is mathematics anxiety, and the condition variables include mathematics grade, parental support, learning motivation, learning planning, and learning interest.
Results
The necessity condition analysis shows that not all the condition variables constitute the necessity condition of mathematics anxiety alone. Four paths for the influence of multiple condition variables on mathematics anxiety are identified via the configuration analysis. Notably, even students with high mathematics scores and learning interest still experience mathematics anxiety due to a lack of practical parental support and learning motivation. High levels of parental support can exacerbate the mathematics anxiety of students under two conditions: 1) a lack of learning motivation and learning plans, and 2) interest in learning but low mathematics scores and unclear learning plans.
Discussion
This study highlights the need to consider the comprehensive impact of mathematics anxiety, and the findings will help educators and researchers identify the different characteristics of mathematics anxiety in student populations.
... In the association between mathematical performance and MA, our findings show that the higher the MA, the lower the performance, being in line with extensive previous results that investigated these same variables (Hembree, 1990;Ho et al., 2000;Ashcraft, 2002;Miller;Bichsel, 2004;Simionato, 2012;Mendes;Fassis, 2014;Young;Menon, 2012;Sarkar;Looi, 2016; Villamizar et al 2020; Moura-Silva; Bento-Torres; ...
... In meta-analysis (Hembree, 1990), it was observed that low levels of mathematical performance would be directly related to high levels of MA. In the same perspective, Bezerra and Kassouf (2006), analyzing the factors that affect school performance in urban and rural areas, indicated that the location of the school and the motivation of the students are predominant. ...
We investigated the influence of the school context on the prevalence of Mathematical Anxiety (MA) and on the mathematical performance of school children, considering different educational contexts (rural, urban, and suburban) and the gender of the participants (female, male). We applied the self-reported scale of mathematical anxiety - Anxiety Rating Scale for Elementary Children- MARS-E- translated and adapted into Portuguese in nine Brazilian public schools, totaling 312 students from the 5th and 6th year of elementary school, aged between 9 and 12 years. The mathematical performance was obtained from the average of the bimonthly evaluations of the participants provided by each school. The results indicate that MA is related to the school context when associated with gender. For urban/suburban school contexts, girls in the suburban group had higher MA when compared to girls in the urban group. For rural/suburban contexts, boys who study in the rural area had higher MA compared to their peers in the suburban group. No results were found associated with rural/urban contexts. Thus, our findings suggest that depending on the school context, MA seems to impact gender differently. Similarly, mathematical performance is also a critical factor when looking at specific school contexts, with the rural context being the most representative of the low mathematical performance of the participants. Our results contribute to the study of social and environmental influences of Mathematical Anxiety, indicating that the school context influences both the prevalence of Mathematical Anxiety and mathematical performance when considering gender.
... The society often has certain stereotypes towards mathematics and perceives it as a logical, absolutist, rigid, cold, objective, inhuman and abstract science (Andrews, Rowland, Brindley et al., 2014). Therefore, research of math education at the end of the eighties in the twentieth century gradually focused on social and affective dimensions of teaching mathematics, and since then mathematics education has been increasingly considered as a social construct (Widmer and Chavez, 1982;Hembree, 1990;D' Ambrosio, 1999;Aschraft, 2002;Geist, 2010). Students face many challenging and stressful situations in the classroom and outside of the classroom on a daily basis, where they gather different emotions through experience towards all segments of the educational process. ...
... On the other hand, recent researches pinpointed the emotional sphere of the teaching process where it was demonstrated that general class teachers possess a high degree of anxiety toward mathematics (eg. Widmer and Chavez, 1982;Hembree, 1990;Vinson, 2001), and they transfer their anxiety to their pupils (Vinson, 2001; Peker, 2008). Some studies indicated that pupils acquire beliefs about mathematics through parents' upbringing practices (eg. ...
In this paper, the author examines current problems in the teaching of mathematics and mathematics education and shows how theoretical and practical findings underestimate the role of the social dimension in the teaching of mathematics. Mathematical education is perceived in this research as a kind of a social construct in contrast to the traditional definition of (teaching) mathematics as a purely scientific discipline. The author focuses on students' emotional reactions, classroom environment and teacher competencies as indicators of quality in the teaching of mathematics. In the context of contemporary mathematics teaching, the author uses a critical approach to assess the way and content of teacher education as well as the required competencies in quality mathematics teachers. Taking into account the requirements and specifics of teaching mathematics that are in the domain of pedagogical theory and practice, the author emphasises teachers' pedagogical competencies and their definition from the pedagogical perspective. A review of relevant research has led the author to state that a stimulating classroom environment is one of the key assumptions of students' success in mathematics and that the didactic-methodological guidelines of teaching mathematics should be based on the individuality of students and the demands and difficulties they encounter in the classroom.
... As a result, they may embrace a weak and unrealistic mathematical identity and cease trying and studying, accepting that they will never master math. Mathematics becomes a unique source of anxiety [14,3,24] and academic failure [10]. ...
... In order to cope with these feelings, individuals may generate dysfunctional behaviors such as depression, avoidance, or blaming others and themselves. An empirical intervention based on Cognitive Behavioral Therapy (CBT) has been evaluated as one of the promising interventions to reduce math anxiety [14,18,22,24,44]. ...
... Third, the review confirmed a negative correlation between academic anxiety and student motivation across all academic domains. This finding was consistent with previous meta-analyses that focused on math anxiety and established a similar negative relationship between math anxiety with competence beliefs and intrinsic motivation [48][49][50]. Students with higher levels of anxiety tended to demonstrate lower motivation, decreased engagement, and poorer academic performance, aligning with the control-value theory [5,6]. Interestingly, while anxiety generally reduced intrinsic motivation, the association between anxiety and extrinsic or utility value was more complicated. ...
Academic anxiety significantly influences students’ academic achievement and motivation in learning. As a domain-specific emotional experience, academic anxiety differs significantly across various academic domains due to the specific cognitive challenges and academic expectations imposed by each discipline. The current study adopted a systematic literature review approach to synthesize recent empirical findings focused on students’ academic anxiety across various domains and to provide insights into how academic anxiety varies by subject and how it influences motivation. Drawing on control-value theory, the systematic literature review synthesized findings from 71 empirical studies. The analysis revealed that academic anxiety is a multidimensional experience that includes both emotional reactions and cognitive appraisals. Higher levels of academic anxiety were consistently associated with lower levels of motivation across all domains. However, strategies to reduce anxiety and improve motivation should be tailored to the unique characteristics and demands of each academic domain. This review highlights the complex relationship between academic anxiety and motivation, demonstrating how specific motivational factors, such as competence belief, intrinsic value, and utility value, can affect anxiety levels. Practical strategies are proposed for educators to support student motivation and mitigate anxiety in the classroom.
... Also mathematics anxiety seems to be more general among girls than among boys (e.g. Hembree, 1990;Frost, Hyde & Fennema, 1994). ...
The paper analyzes pupils' self-confidence in mathematics, which involves pupils' mathematical beliefs about themselves, and beliefs about achievement in mathematics, in Finnish elementary school. The research described consists of a survey on mathematical beliefs of about 3000 fifth-graders and seventh-graders. Results showed that mathematical beliefs about oneself could be divided, based on the indicator used, into three factors: self-confidence, success orientation, and defense orientation. The fifth-graders had higher self-confidence than the seventh-graders. Additionally, boys in both grades had remarkably higher self-confidence in mathematics than girls.
... We also showed that while the independent effects of maths interest remained significant when both SES and maths achievement were accounted for, the already weak effect of maths anxiety no longer predicted STEM career choice after accounting for maths achievement. This finding challenges the prevalent narrative that maths anxiety invariably leads to STEM avoidance 11,12,40 , and underscores the complexity of the pathway from maths anxiety to STEM career choice. However, it is consistent with existing work considering the joint effects of maths anxiety and maths motivational attitudes on general STEM participation 31 . ...
To examine the combined effects of maths anxiety (MA), maths self-efficacy (MSE), and maths interest (MI) on STEM career choice, we analysed self-report data from 7908 Twins Early Development Study participants, collected at ages 16 (MSE, MI), 18 (MA) and 21 (STEM career choice). When analysed in the same model, MSE did not independently predict STEM career choice. MI (OR = 1.75) was a stronger predictor than MA (OR = 0.79), which was not significant after controlling for maths achievement. MI was a significant positive predictor of STEM career choices for both males (OR = 1.88) and females (OR = 1.77). However, MA was only predictive for males (OR = 0.62), and MSE was only predictive for females in the unadjusted model (OR = 1.77). These results highlight the importance of nurturing maths interest to bridge the STEM skills gap, regardless of sex. Future research should consider the co-development of maths-related psychological constructs to further understand their influence on STEM career paths.
... For example, many studies have highlighted the negative effects of math anxiety on mathematics learning (see, e.g., Ashcraft and Krause, 2007;Ramirez et al., 2013). Math anxiety, characterized by apprehension or fear of mathematics, triggers heightened physiological arousal and cognitive interference (Hembree, 1990). Its presence reduces students' working memory capacity, hinders problem-solving abilities, and ultimately undermines mathematical achievement (Barroso et al., 2021;Ramirez et al., 2016). ...
Introduction
Acquiring mathematical concepts is crucial for students’ academic achievements, future prospects and overall well-being. This study explores the role of emotions in a symbolic number comparison task and the impact of the use of a tangible tool.
Methods
Fifty-nine healthy children aged 6 to 7 years participated in a between-subject study with two conditions for the modality, digital tools vs the use of pen and paper, and two conditions for emotions, positive vs neutral.
Results
The study provided evidence that positive emotions can improve task efficiency for pen and paper modality, and the use of the digital tool improves task efficiency with both positive and negative emotions.
Discussion
These findings suggest that addressing emotional factors before engaging in a symbolic task can enhance learning and that interactive technology may give a more significant benefit to students with less positive attitudes toward the task. Incorporating effective teaching methodologies that utilize tangible devices within a positive emotional context can foster engagement and achievement in mathematics, optimizing students’ learning experiences.
... A Ansiedade Matemática é um medo, pânico, aversão ou esquiva de tarefas que envolvam a matemática (Carmo e Simionato, 2012). Alguns pesquisadores (Dreger e Aiken, 1957;Hembree, 1990) apontam que a ansiedade matemática difere de outros tipos de ansiedade, como o transtorno de ansiedade geral, e de transtornos de aprendizagem. Outro estudo (Campos, 2023) aponta que ela pode surgir em distintas situações, como ao resolver um problema matemático na frente dos colegas, ou ter que calcular o valor a ser pago em uma refeição. ...
Os casos de ensino são valiosos instrumentos de investigação e podem ser empregados na formação de professores e como suporte do desenvolvimento profissional, ilustrando situações cotidianas que permeiam a prática escolar. Neste artigo, apresentamos como os casos de ensino foram utilizados nos três primeiros encontros da formação de professores que ensinam matemática, com o objetivo de discutir e analisar: a) como promovem discussões acerca da formação dos professores; b) como fazem emergir características da ansiedade matemática. A formação foi realizada no primeiro semestre de 2022, foram realizados cinco encontros on-line com uma turma de 10 professores. Como resultado, pode-se afirmar que os casos de ensino permitiram um avanço na formação dos professores participantes porque contribuíram para a reflexão acerca do papel do professor, da afetividade no ensino, e do erro como ponto de partida para repensar a prática de ensino.
... A pesar de que las matemáticas puedan considerarse una asignatura complicada, no todos los obstáculos que surgen se deben a dificultades cognitivas. Tanto durante las etapas de aprendizaje escolar como durante la edad adulta pueden sentir inquietud o ansiedad ante los procesos de enseñanza y aprendizaje de las matemáticas (Hembree, 1990). ...
Son numerosos los nexos de unión entre el pensamiento algebraico y geométrico en las matemáticas curriculares de EE.MM. En este trabajo hacemos una aproximación al estudio de las relaciones entre ambos tipos de pensamiento. Para tal fin, se ha realizado un estudio con 45 estudiantes de Bachillerato y se han usado dos cuestionarios que miden el nivel de perfeccionamiento del razonamiento geométrico y algebraico. Los resultados muestran que la mayoría del alumnado se encuentra entre los niveles 2 y 3 de razonamiento geométrico, mientras que para el caso del razonamiento algebraico este porcentaje desciende para el nivel 3. La variable del tipo de Bachillerato parece resultar determinante sobre el nivel de razonamiento algebraico y geométrico. Teniendo en cuenta los resultados, habría que repensar, más allá del test de Godino, qué tipo de instrumento sería más adecuado para analizar los niveles de algebrización en el contexto de nuestra investigación.
... One such approach is cognitive restructuring, which focuses on changing negative thought patterns related to mathematics. Studies have demonstrated that this method can be effective in reducing anxiety and improving performance [26,27]. Another technique is exposure therapy, which involves gradual exposure to mathematics-related tasks. ...
Mathematics anxiety is a critical barrier to academic success for many secondary
school learners, often leading to reduced performance and negative attitudes towards mathematics. This chapter explores the application of systematic desensitization, a cognitive-behavioural therapy technique, as an effective intervention for mitigating mathematics anxiety and boosting mathematics achievement. By gradually exposing students to anxiety-inducing mathematical tasks in a structured and supportive manner, systematic desensitization aims to reduce fear responses and build confidence. The chapter will review existing literature on the prevalence and consequences of mathematics anxiety, outline the methodology of systematic desensitization, and present empirical evidence supporting its effectiveness. Additionally, practical recommendations for educators and therapists on implementing this intervention in school settings will be provided. This chapter highlights the integration of psychological strategies within educational frameworks to address emotional barriers to learning and improve academic outcomes.
... Additionally, it has been proposed that some preschool teachers may have chosen this profession as a means to avoid in-depth engagement with mathematical content (Jenßen, 2021;Geist, 2015). These remarks are still mainly speculative or based on the report of elementary and preschool teachers low yet prevalent levels of math anxiety (Ganley, Schoen, LaVenia, & Tazaz, 2019;Hembree, 1990), and their shared roles with parents as key socializers for young children (Levine & Pantoja, 2021). Along these lines, researchers have elaborated on an "intergenerational effect of math anxiety," claiming that parents can influence children's math anxiety and math outcomes as early as kindergarten age (Zhang, 2023;Maloney, Ramirez, Gunderson, Levine, & Beilock, 2015) and that maternal math anxiety and parents' educational level contribute to explain the variability in, for example, sixth graders math anxiety and their arithmetic performance (Vanbinst, Bellon, & Dowker, 2020). ...
We investigated the relations between self-reported math anxiety, task difficulty, and pupil dilation in adults and very young children during math tasks of varying difficulty levels. While task difficulty significantly influenced pupillary responses in both groups, the association between self-reported math anxiety and pupil dilation differed across age cohorts. The children exhibited resilience to the effects of math anxiety, hinting at additional influential factors such as formal math education experiences shaping their relations to mathematics and their impact on cognitive processes over time. Contrary to expectations, no significant association between self-reported math anxiety and pupil dilation during task anticipation was found in either group. In adults, math anxiety influenced pupil dilation exclusively during the initial phase of task processing indicating heightened cognitive load, but this influence diminished during sustained task processing. Theoretical implications emphasize the need for exploring individual differences, cognitive strategies, and the developmental trajectory of math anxiety in very young children.
... Naime, ista su istraživanja pokazala kako su karakteristike i obrazovanost obitelji povezane s njihovim stavovima prema akademskim postignućima, što utječe na uspjeh učenika u školi. Također, istraživanjima je utvrđeno da učitelji(ce) razredne nastave posjeduju visok stupanj anksioznosti prema matematici (Widmer i Chavez, 1982;Hembree, 1990), te kako isto prenose na svoje učenike (Vinson, 2001;Peker, 2008). S obzirom da nastavom ne možemo kontrolirati niz okolinskih faktora kojima su učenici izloženi, preostaje nam razumjeti i odrediti u kojoj mjeri (i kako) škola može djelovati i pomoći u učenju/svladavanju teškoća ukoliko obiteljsko i društveno okružje nije dovoljno poticajno u stjecanju i razvoju odgojno-obrazovnih vrijednosti i vještina. ...
... The Deficit or Reduced Competency Theory contends that past experiences with low mathematics achievement and memories of those experiences cause future MA to be higher (Carey et al., 2016;Maloney, 2016). Another dimension to this is that students who have reduced mathematics abilities avoid mathematics tasks such as homework and classes, thereby losing opportunities to improve their mathematics knowledge and skills (Hembree, 1990). Ramirez et al. (2018) state that this avoidance may exacerbate their math skill deficits and contribute to MA. ...
Mathematics anxiety (MA) is currently recognised as a significant area of study within the field of mathematics education. This cross-sectional survey research explored the prevalence of MA, its impact on mathematics achievement, and resulting MA-mathematics achievement profiles among 70 Form 4 students (aged 15–16) in a coeducational secondary school in the Turks and Caicos Islands (TCI). Data were collected using the Modified Abbreviated Math Anxiety Scale (mAMAS) and a mathematics achievement test. Descriptive statistics, ANOVA, and Spearman Rank correlations were employed for analysis. Results indicated mostly moderate anxiety levels, with 16% reporting high MA. There were no significant differences in mathematics achievement across different MA levels, and a small, nonsignificant negative correlation was observed between MA and achievement. Various profiles emerged, highlighting a complex relationship. Further research is warranted to explore the relationship between MA and mathematics achievement, as well as other factors that may more strongly influence students’ mathematics achievement than MA. These foci may be helpful to educational stakeholders such as teachers and policymakers in planning to improve student mathematics achievement in the TCI.
... W uczeniu się matematyki powszechnie uznaje się znaczący wpływ czynnika o nazwie lęk matematyczny (Hembree 1990). Badania wskazują na związek matematycznego lęku z obawą o matematyczną porażkę (Richardson, Woolfolk 1980) oraz z unikaniem matematyki i zadań matematycznych (Krinzinger i in. ...
The article compares the learning environments in the years 2003 and 2012 in order to clarify the reasons for the significant increase in the mathematical skills level of Polish 15-year-olds in those years as pointed by PISA studies. We studied the effect of school and family factors as well as students' non-cognitive achievements on mathematics scores in PISA. In addition, SEM was used in subgroups in order to check whether the role of investigated factors changed over time. The research model adopted allowed to explain a large part of variability of students' mathematical achievements. Analyses carried out on a sample of 8,966 people revealed significant, positive changes in the students' family environment: conditions at home improved and parents' educational level increased. The impact of home factor on non-cognitive student achievement intensified. School principals pointed to the favourable changes in the school environment. In turn, students' attituds towards school became less optimistic and their sense of belonging weakened. Also the non-cognitive performance of pupils deteriorated over time.
... W uczeniu się matematyki powszechnie uznaje się znaczący wpływ czynnika o nazwie lęk matematyczny (Hembree 1990). Badania wskazują na związek matematycznego lęku z obawą o matematyczną porażkę (Richardson, Woolfolk 1980) oraz z unikaniem matematyki i zadań matematycznych (Krinzinger i in. ...
The article compares the learning environments in the years 2003 and 2012 in order to clarify the reasons for the significant increase in the mathematical skills level of Polish 15-year-olds in those years as pointed by PISA studies. We studied the effect of school and family factors as well as students' non-cognitive achievements on mathematics scores in PISA. In addition, SEM was used in subgroups in order to check whether the role of investigated factors changed over time. The research model adopted allowed to explain a large part of variability of students' mathematical achievements. Analyses carried out on a sample of 8,966 people revealed significant, positive changes in the students' family environment: conditions at home improved and parents' educational level increased. The impact of home factor on non-cognitive student achievement intensified. School principals pointed to the favourable changes in the school environment. In turn, students' attituds towards school became less optimistic and their sense of belonging weakened. Also the non-cognitive performance of pupils deteriorated over time.
... Nevertheless, shared variances among math, science and general anxieties were noticed. For example, many studies consistently reported moderate positive correlations between math and science anxieties (r = 0.54, 29 ), between math and general anxieties (e.g., r = 0. 35,30 ), and between science and general anxieties (e.g., r = 0.45, 25 ). In addition, the relationship between math anxiety and math performance weakened when general anxiety was controlled 18,19 . ...
It is well-established that general anxiety associates with the lower use of adaptive emotion regulation and the higher use of maladaptive emotion regulation. However, no study has previously investigated the impact of cognitive emotion regulation on academic anxieties. Using a sample of secondary school students (N = 391), this study examined the impact of cognitive emotion regulation on math and science anxieties. Math anxiety showed stronger correlations with adaptive than maladaptive emotion regulation, whereas general anxiety showed stronger correlations with maladaptive than adaptive emotion regulation. Hierarchical regression analyses showed that math anxiety was associated with the high uses of acceptance, rumination and other-blame and the low uses of positive reappraisal and putting into perspective. However, with controlling science and general anxieties, math anxiety was associated with the high use of rumination and the low use of positive reappraisal. In contrast, science anxiety was associated with the high uses of acceptance and other-blame and the low use of positive reappraisal. Importantly, however, with controlling math and general anxieties, those science anxiety associations did not remain. Accordingly, these results might provide important insights for the specificity, etiology, and intervention of math anxiety.
... Para isso é importante que os alunos se sintam confortáveis com a disciplina de matemática, o que implica no estudo dos alunos que sentem a chamada ansiedade em matemática. Com isso, entre as características dos estudantes com ansiedade em matemática estão o medo de avaliações, atividades com resolução de problemas, utilização do livro didático, ao ouvir o nome do professor de matemática, ao ver uma equação escrita no quadro ou no caderno (Dreger & Aiken, 1957;Hembree, 1990). ...
Este trabalho teve por objetivo verificar a ocorrência de correlação significativa entre a criatividade no campo da Matemática e a ansiedade em matemática e investigar os níveis de ansiedade e criatividade por meio de uma pesquisa de método misto. Participaram do estudo 39 alunos da 3ª série do Ensino Médio de um dos campi do Instituto Federal de Brasília. Foram aplicados três instrumentos para a coleta de dados: Teste de Criatividade em Matemática, Teste de ansiedade em Matemática e Rodas de Conversa. Os resultados indicaram uma correlação negativa entre criatividade em Matemática e ansiedade em Matemática, porém com baixa significância (Tau de Kendall = -0.1254152; e p-valor = 0.3135). Neste trabalho também são apontadas as falas dos alunos acerca de suas percepções sobre a ansiedade em Matemática e criatividade em Matemática e o possível impacto em suas notas.
... To this end, we used a unified methodological approach and assessed a sample of first-to third-graders. In line with several meta-analyses (see Barroso et al., 2021;Hembree, 1990;Ma, 1999;Namkung et al., 2019;Zhang et al., 2019), our findings showed a negative, albeit small, relation between children's math anxiety and their arithmetic performance even after controlling for age, gender, and fluid and verbal reasoning. Thus, our first hypothesis was confirmed. ...
... Given the inherent challenges associated with learning fractions, some pupils might develop mathematics anxiety-negative feelings or apprehension toward mathematics-that hinders their ability to solve mathematical problems in both everyday life and academic contexts (Ashcraft, 2002;Hembree, 1990;Maloney, 2016;Richardson & Suinn, 1972). Although the origins of mathematics anxiety remain unclear, it has been suggested that some may have a cognitive predisposition towards such anxiety, while others may be influenced by negative attitudes surrounding mathematics, including negative parental or teacher influence (Beilock & Maloney, 2015). ...
... Kohn argued that prescribing what students have to do and using extrinsic motivators such as grades to get students to comply can add to anxiety and helplessness, which can diminish the quality of performance [35]. Researchers have found that students majoring in early childhood and elementary education have particularly high levels of math anxiety (e.g., [17,24,31,55]). I wanted to help my students change their relationship with mathematics and relieve some of their math anxiety, so I decided to abandon my traditional grading system and replace it with a labor-based contract grading system. ...
Teaching is widely considered one of the “caring professions,” but conceptualizations of care and how care is put into practice in education are not universal. In this article, we draw from a range of perspectives on care that integrate supportive interpersonal relationships, high expectations, and culturally relevant theories of critical care, as well as Queer Theory and Disability Justice, to explore the application of these ideas in mathematics education. We identify key elements for building communities of care in mathematics education contexts: co-constructing community agreements, redefining participation, shifting traditional power structures, collaborative problem solving, and building networks of care beyond the classroom. We share our experiences implementing these elements of communities of care and propose that the integration of these elements can serve as the starting point for a framework for building communities of care for equity, justice, and culturally responsive practice in mathematics education.
https://scholarship.claremont.edu/jhm/vol14/iss2/12/
... Regarding mathematics anxiety, it is inversely related to results on mathematics tests (Hembree, 1990), presenting a significant impact on academic performance (Caviola et al., 2021). Furthermore, this inverse relationship between mathematics anxiety and academic performance begins in childhood and remains significant until adulthood (Barroso et al., 2021). ...
Objective
There is evidence that suggests that affective dimensions, personality traits, as well as students’ cooperative interpersonal interactions, are an important element in the students learning process. In this work we propose a theoretical model, based on evidence, that shows the direct and indirect relationships between these factors and academic performance in mathematics courses, in undergraduate and school students.
Methods
To understand the type of relationships between these variables, the PANAS psychometric test of positive and negative affect, the BIG FIVE personality test and the economic decision game DUPLES GAME were applied. The study sample was 130 students between 17 and 22 years of age from undergraduate and school (M ± SD = 20.1 ± 3.99).
Results
From a path analysis, statistically significant relationships were found, for example, a direct relationship between neuroticism and positive affect, which in turn is related to academic performance. We also found a direct relationship between neuroticism and negative affect, extraversion and positive affect. This allows us to propose that some of the independent variables of the model directly and indirectly influence the academic performance of students in the subject of mathematics.
Conclusion
Positive affect and negative affect directly affect academic performance in mathematics, neuroticism has a direct impact on negative affect and extraversion direct impact on positive affect. Consequently, there are direct and indirect relationships between personality traits and affective dimensions, which affect the academic performance of mathematics students.
... Gender differences in this area are controversial. Some studies have shown that anxiety levels are higher among girls than boys (Else-Quest et al., 2010;Hembree, 1990), while Ferguson et al. (2015) found that girls had higher levels of mathematics anxiety, general anxiety, and spatial anxiety than men. However, other studies showed male students had higher mathematical anxiety than female students (Abed & Alkhateeb, 2001;Olmez & Ozel, 2012), while yet others found no difference between boys and girls in mathematics anxiety (Amam et al., 2019;Keshavarzi & Ahmadi, 2013;Likhanov, Alenina et al., 2024). ...
Mathematics anxiety is widely discussed in academic fields, but there is little discussion on “language anxiety,” “physical anxiety,” or “historical anxiety.” This could be because mathematics is so abstract that little concrete, situational, or real-life experience can help students overcome the difficulties they encounter with it. When examined in Chinese or history, students do not leave questions unanswered when they do not know the exact answer; they write whatever their understanding allows. When it comes to mathematics exams, however, a student who has no idea of the answer to a problem usually cannot write down anything because mathematics problems are objective. This gives the student a sense of helplessness and even anxiety. In this chapter, we introduce a series of recent findings on mathematics anxiety during mathematical processing, as well as the effects of gender and of a novel intervention approach (abacus training) on mathematics anxiety.
... Generally, extant work suggests that anxiety, including academic anxiety, leads to intrusive thoughts that deplete working-memory resources available to perform on the test (for a review, see Moran, 2016) and induce attentional biases (Putwain et al., 2020). This is not only lowers academic self-concept, self-efficacy (Robson et al., 2023), but also undermines performance (for reviews, see Foley et al., 2017;Hembree, 1990). ...
We conducted three preregistered studies using the Organization for Economic Co-operation and Development Programme for International Student Assessment (PISA) data to provide a worldwide estimation of the standardized test gap between students from lower and higher social classes. We investigated: (a) the degree to which academic anxiety contributes to this gap and (b) the role of country-level income inequality in widening this gap. In Study 1, we used PISA 2003 data (250,000+ students from 41 countries) and demonstrated that anxiety accounts for approximately one-fifth of the performance gap between students with less educated parents and those with more educated parents. Unexpectedly, the social class test gap was weaker in more unequal countries than in more equal countries. In Studies 2a and 2b, we used the PISA 2012 and 2015 data (totaling over a million students from 65 countries and 72 countries, respectively) and differentiated the cultural dimension (parental education, cultural capital) and the economic dimension (economic capital) of social class. Regardless of the dimension, anxiety again accounted for between one-tenth and one-fifth of the performance gap between students from lower and higher social classes. Moreover, (a) the culturally based social class achievement gap was weaker in more unequal than in more equal countries, and (b) the economically based social class achievement gap was larger in more unequal than in more equal countries. Unexpectedly, we also find a robust association between national income inequality and academic anxiety across all three studies. Results are discussed in relation to the multidimensionality of social class and literature on the psychology of income inequality.
... Alguns estudos (Dreger e Aiken, 1957;Hembree, 1990;Carmo, 2003) apontam que ansiedade matemática se manifesta perante as atividades matemáticas dentre elas: resolução de problemas, avaliações, diante de livros didáticos matemáticos, ao ver uma equação na lousa ou em um papel, ao ouvir o nome do professor de matemática e, ainda, que é dia de aula de matemática. ...
... On the other hand, when there is an intervention that can reduce students' anxiety in learning science where the interest can be stimulated. Other established that anxiety and enjoyment significantly predict achievement in science (Hembree, 1990). In contrast, Udo, Ramsey and Mallow (2004) found that anxiety does not negatively affect those who have opted for science learning, and they tend to show the lowest level of anxiety. ...
Over the past decade, science has been recognized as a critical area the upon which scientific and technological progress depends. As a result, there has been enormous research in this area by offering a tool that may be used to improve instruction, students will become less apprehensive and more engaged at various levels. In particular, to encourage female students to be less anxious and more interested in studying science at all levels. This essay is a component of a larger, more critical investigation. It presents an avenue (Module) by which the secondary school female students' reaction towards learning science can be changed to a better one through active involvement during the science lessons. Six different lessons from a developed module were taught to the students by a trained female teacher. Also, students acted in role-playing activities for all connected lessons. The lessons and play-role activities were carried out in the science laboratory of Government Girls' Day Secondary School Shinkafi Zamfara State, Nigeria, where the more prominent study was conducted. The lessons in the module are designed using Gagne's nine instructional events. The six lessons taught to the female students in the module include the human alimentary canal and food digestion; Utilizing flat mirrors and lenses; Natural nutrient cycling (the water cycle); and Water pollution is one type of pollution. Water that is natural and processed (water hardness). The data were qualitatively collected using interviews and observations. The data was audiotaped, videotaped, and written notes. The data were transcribed, coded, and themed. The results show that female students' reactions to learning science about interest and anxiety have changed. Future research for using this means and increase female students' enthusiasm in studying science were recommended. This study is critical in boosting female students' interests and reducing their fear of learning science in secondary school so that they can achieve higher grades and be admitted to tertiary institutions to study various scientific subjects in the future.
The aim of the study was to investigate mathematics anxiety in autistic school-aged boys compared with non-autistic peers, by considering the distinction between trait and state components of mathematics anxiety. The study involved 110 boys aged between 8 and 16 years old: 50 autistic participants without intellectual disability and 60 non-autistic peers. The two groups were matched for age and full-scale intelligence quotient. Trait mathematics anxiety was assessed with a self-report measure, whereas state components of mathematics anxiety were measured in the context of a real-time assessment, in which participants had to report their emotional (valence, arousal) and cognitive (perception of competence, worries) responses before and after completing a math task with time pressure. Findings revealed no significant group differences for trait mathematics anxiety. However, autistic participants performed worse in the timed math test than non-autistic peers. After controlling for age and trait mathematics anxiety, lower valence, higher pre-test emotional arousal, and higher worries were reported by the autistic boys compared with the non-autistic counterparts. No group differences emerged for perception of competence. This study emphasizes the importance of considering the distinction between trait and state mathematics anxiety, in addition to acknowledging the impact that emotional aspects, thoughts, and worries may have on the school experience of autistic students.
Lay abstract
Autistic children and adolescents may encounter difficulties at school, especially in mathematics, experiencing a pattern of negative feelings, distress, and concerns, which has been called mathematics anxiety. We asked 110 boys (50 autistic, 60 non-autistic) aged between 8 and 16 years old to report their feelings toward mathematics. Specifically, we asked them to fill in a questionnaire on their levels of mathematics anxiety at school and to report their emotional (valence, arousal) and cognitive (perception of competence, worries) responses before and after completing a mathematical task with time pressure. Mathematics anxiety might be an important factor to consider when assessing academic functioning of autistic children and adolescents, to understand whether it can interfere with their school success and well-being. In our sample, no significant group differences emerged for mathematics anxiety experienced at school. However, autistic children and adolescents performed worse in the timed math test than non-autistic peers. Regarding emotional and cognitive factors, lower valence, higher arousal, and higher worries were reported by the autistic participants compared with non-autistic peers. No group differences emerged for perception of competence. Teachers and clinicians should be aware that time pressure could be a negative factor in terms of proficiency and worries in autistic children and adolescents. Furthermore, it is essential to discourage the development of resignation toward academic learning and to improve positive feelings, self-esteem, and self-awareness for a more supportive learning environment.
This study examined the relationships between factors contributing to high school students’ mathematics achievement. Three hundred fourteen high school students participated in the study. We collected the data through the “Self‐Efficacy Scale for Mathematics Literacy,” “Bidimensional Mathematics Anxiety Scale,” “Mathematics Self‐Efficacy Scale,” “Attitudes Towards Mathematics Scale Short Form,” and mathematics exams. For this purpose, we proposed a theoretical model and tested the assumptions based on the model with path analysis. The results showed a positive and significant relationship between mathematical literacy self‐efficacy with mathematics self‐efficacy perception and attitudes towards mathematics. In addition, mathematics self‐efficacy perception had a positive and significant relationship with attitudes towards mathematics and a negative and significant relationship with mathematics anxiety. Also, attitudes towards mathematics had a positive and significant relationship with mathematics achievement, and mathematics anxiety had a negative and significant relationship with mathematics achievement. For every individual to use mathematics to meet basic life skills, all stakeholders of education, especially teachers, need to understand its importance, resources and how they can empower individuals in this aim. The relationships revealed in this study will serve the development of this understanding.
This article reports on an original adaptation of the Imitation Game into survey form; the Iterative Survey. Like the original Game, the Iterative Survey can capture the ‘groupishness’ of social groups through analysis of distinctiveness but it can be implemented more affordably and conveniently than the Game making it more useful for researchers with limited resources. This paper outlines the origins of this novel method, and its implementation is illustrated using an exploration of maths anxiety in primary school teachers in Wales. The method privileges participant voices and its asynchronous nature may allow access to groups that would be difficult to recruit for a standard Imitation Game. The method’s rigour and ability to capture ‘groupishness’ are tentatively evaluated. The social scientific value of this novel survey adaptation is discussed with reference to wider social science. The article ends with a discussion of the need for further development of the method.
Mathematics anxiety (MA) has emerged as a significant concern in recent years, recognized for its potential to interfere with learning processes. Our study delved into exploring the relationship between the presence and level of MA and the ability to acquire math skills required by the school curriculum. For this purpose, secondary school students were monitored during their first year of study. A questionnaire designed to assess MA and a math skills assessment test were administered on two separate occasions: initially at the end of the first term and subsequently at the conclusion of the second term. The results of the end-of-year tests indicated that students with high levels of MA, assessed at the beginning of the school year, showed a significantly greater risk of failing to achieve the required competence. These findings seem to support the notion that a high level of MA can significantly contribute to hindering the acquisition of educational outcomes.
1) Background: This study examines the role of subjective anxiety (mathematics and spatial anxiety), along with physiological responses, in mathematics or math and mental rotation performance in 131 German primary school students (65 girls, 66 boys; Mean age = 8.73 years). (2) Method: Students' preference for math vs. German and their subjective anxiety were assessed using standardized questionnaires. Emotional reactivity was measured using the Galvanic Skin Response (GSR). Math performance was evaluated via percentage scored and completion times on number line estimation, word problems, and missing terms tasks. Spatial skills were assessed using a novel mental rotation task (nMRT) incorporating gender-congruent and-neutral stimuli. (3) Results: Girls outperformed boys on percentage scored on the math task but took longer to complete this. No gender differences were found in performance on the nMRT. Girls demonstrated higher math anxiety and were less likely to prefer math over German. Math anxiety predicted math scores and accuracy on the nMRT while gender predicted math performance and mental rotation response time. Subject preference was associated with longer completion times and emotional reactivity with longer response times. Girls' preference for math and lower emotional reactivity was linked to shorter completion times, while lower math anxiety predicted higher scores. In contrast, these factors did not affect boys' math performance. Additionally, subjective anxiety, emotional reactivity, or subject preference did not impact spatial performance for either gender. (4) Conclusions: Supporting mathematical self-efficacy and emotional regulation, especially in girls, is crucial for enhancing STEM outcomes in primary education. Gender-fair assessment in mental rotation reveals equitable spatial performance and reduces the impact of anxiety.
This conceptual analysis paper discusses the characteristics of teacher leadership (TL) in Science, Technology, Engineering, and Mathematics (STEM) education, presenting benefits for its development within the professional learning communities (PLCs). We describe our STEM education approach and argue that TL in STEM is different and more complex than leadership in any particular discipline. We compare two pathways for STEM learning and professional development (PD): engineering design approach and modeling approach. Then, we answer two research questions pertaining to the characteristics of STEM teacher leaders' (TLRs) knowledge, dispositions, and skill set; the support TLRs need to empower STEM educators; and consequently, we discuss how PLCs can become vehicles for growing STEM TLRs and empowering teachers. When promoting integrated STEM, educators likely find themselves in an out‐of‐field teaching situation, where communication with their PLC's leaders and peers is crucial in developing epistemological multiliteracy and confidence. We elaborate on the four main characteristics of STEM PLCs: (1) collaborative nature; (2) focus on boosting teachers' pedagogical content knowledge and confidence; (3) evidence‐based decision making; and (4) advocacy for high‐quality STEM education, teacher education, and PD. Each feature serves different but complementary goals, suitable for developing and utilizing the seven dimensions of TL discussed in the literature.
(1) Background: This study examines the role of subjective anxiety (mathematics and spatial anxiety), along with physiological responses, in mathematics or math and mental rotation performance in 131 German primary school students (65 girls, 66 boys; Mean age = 8.73 years). (2) Method: Students’ preference for math vs German and their subjective anxiety were assessed using standardized questionnaires. Emotional reactivity was measured by galvanic skin response (GSR). Math performance was evaluated via percentage scored and completion times on number-line estimation, word problems, and missing terms tasks. Spatial skills were assessed using a novel Mental Rotation Task (nMRT) incorporating gender-congruent and neutral stimuli. (3) Results: Girls outperformed boys on percentage scored on the math task but took longer to complete this. No gender differences were found in performance on the nMRT. Girls demonstrated higher math anxiety and were less likely to prefer math over German. Math anxiety predicted math scores and accuracy on the nMRT while gender predicted math performance and mental-rotation response time. Subject preference was associated with longer completion times and emotional reactivity with longer response times. Girls' preference for math and lower emotional reactivity were linked to shorter completion times, while lower math anxiety predicted higher scores. In contrast, these factors did not affect boys' math performance. Additionally, subjective anxiety, emotional reactivity, or subject preference did not impact spatial performance for either gender. (4) Conclusion: Supporting mathematical self-efficacy and emotional regulation, especially in girls, is crucial for enhancing STEM outcomes in primary education. Gender-fair assessment in mental rotation reveals equitable spatial performance and reduces the impact of anxiety.
Make-up culture has recently emerged as a major trend among adolescents, and their knowledge of this culture is acquired from their peers. Adolescence is a period in which peer relationships have a significant effect on individuals’ behavior and self-esteem. Also, adolescents are conscious of others’ evaluation because they only want to exhibit their ideal-self. They generally apply make-up for various reasons; pursuing ideal beauty, concealing their insecurities and improving their own self-esteem. The purpose of this study is to design and implement the MUSE(Make-Up & Self-Esteem) project, to reduce self-esteem disparity based on make-up status. Ten female adolescents(mean age=17.0 yrs, SD=1.49) participated in the MUSE project, in which the participants gradually reduced their make-up steps and posted feelings about this on SNS. Also, events were designed for the participants to enhance their interest and become more focused on themselves without make-up. Resultantly, it was obeserved that after the project, the gap between the particiapnts’ self-esteem with and without make-up decreased. More specifically, there was no significant difference in self-esteem with make-up before and after participating in the project, but a significant increase was observed in self-esteem without make-up after the project. Although the participants were mostly satisfied with the project, individual interviews were conducted to obtain feedback regarding how the project could be improved. The participants suggested that future project could be developed within their own peer group and the term of the project could be extended so that the participants could become accustomed to daily make-up reducing steps.
Of the diverse concerns that have been given much attention by scholars and educators in Mathematics education, stress arising from the area of Mathematics has emerged as a significant one. It impacts learners, sometimes determining how this they will approach the particular subject in the future. This study will therefore seek to establish relationships between personality characteristics and Mathematics stress found amongst students. This participate into further elucidation of the effects of such personality dimensions as ‘Big Five’ personality model dimensions which includes “Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism” of the participants on the experienced Mathematics-related stress intensity. The type of research of this study was quantitative which came under ex-post-facto research design. To test the proposed hypothesis, Standardized instruments namely “Mathematics Anxiety Rating Scale (MAS), and Big Five Inventory (BFI)” were used and data was collected on 246 respondents through a stratified random sampling technique from different grades 9 to 11 of various D.A. getting Anglo-Indian & private English medium schools. Mathematics anxiety has vast impacts on students and their academic performance; through the use of T-scores and multiple regression analysis, the study seeks to give more light on the relationship between these variables and afford better ways of dealing with this challenge even though, to educators and psychologist.
The ability to understand math problems is needed to be able to solve it Mathematical problems, students' dislike of mathematics can causes high math anxiety which can affect understanding student math. This study aims to conduct a literature review on math anxiety and its effects. This study uses the SLR method (Systematic Literature Review). Data collection is done by documenting and reviewed all articles that had similar research in this research report. Article used in this study as many as 33 articles obtained from the google database scholar using the Publish or Perish application. Based on this research It was found that students' levels of math anxiety and anxiety were different mathematics has a negative effect on students' mathematics learning.Keywords: math anxiety, Effects of math anxiety, mathematics learning
The metacognition in mathematics learning on solving word problems, explicitly described the solving strategies using metacognition anchored from the two metacognitive components. The students' knowledge of cognition in mathematics learning in terms of declarative knowledge utilized specific metacognitive strategies such as activating concepts on the problem and identifying and determining concepts and information techniques which include specific implication of strategies that elaborate concepts such as reading and recalling, translating, identifying mathematical concepts, determining the needed information, and understanding the leading question. Students' procedural knowledge in mathematics learning utilized specific metacognitive strategies such as substituting, representing, and organizing process, which include specific implication of strategies that elaborate concepts to the substitution process, use of representation while solving, and organizing solution coherently and logically. Substituting, representing, and organizing process is the execution of plan, strategy, model, idea, decision, or method and the realization of an application of the subject. Students' conditional knowledge in mathematics learning utilized specific metacognitive strategies such as questioning the problem and their own practices, which include specific implication of strategies that elaborate concepts to question the problem, consistent practice to develop familiarity, solution appropriateness, exploring possible solutions, and thinking of ways to approach the problem. Students' regulation of cognition in mathematics learning in terms of planning utilized specific metacognitive strategies such as breaking down, illustrating, and labelling and thinking about the information, formula, and steps which include specific implication of strategies that elaborate concepts to write down the information in the problem, determine the required formula, think about the steps before solving, breakdown the problem, draw illustration, and put labelling. Students' monitoring regulation in mathematics learning utilized specific metacognitive strategies such as making sense of their own work and verifying solutions, which include specific implication of strategies that elaborate concepts to second thoughts during and after solving, recognizing errors in the solution, familiarity towards the problem, checking of works step by step, reflecting from time to time, and use of scratch to draft solutions. Students' evaluating regulation in mathematics learning utilized specific metacognitive strategies such as reviewing and revising which include specific implication of strategies that elaborate concepts to review calculations and procedures, use strategies to check answers, draw conclusions, think of alternative ways after completing a task, and revising solutions if not correct.
A review of the literature concerning the self-report test anxiety scales and treatment of test anxiety was conducted. The various popular self-report test anxiety instruments were examined with attention given to the reliability and validity status of the scales. Treatment studies were reviewed, with attention being paid to both the outcomes presented and the designs used. Treatments directed toward test worry were more effective in reducing self-reported test anxiety and increasing grades than treatments directed toward test emotionality. Self-reported test anxiety was found to decrease as a result of most treatment including pseudotherapy.
Investigated factors related to the prevalence and intensity of math anxiety in college students. 652 Ss in 2 math courses and 1 psychology course at a large university were tested on the Math Anxiety scale (part of the Fennema-Sherman Mathematics Attitudes Scales), the A-Trait scale of the State-Trait Anxiety Inventory, and Spielberger's Test Anxiety Inventory. Results indicate that math anxiety occurs frequently among college students and that it is more likely to occur among women than among men and among students with inadequate high school math backgrounds. Higher levels of math anxiety were related to lower mathematics achievement test scores, higher levels of test anxiety, and higher levels of trait anxiety. Implications for the identification and treatment of math-anxious students and for the process of educational/vocational counseling are discussed. (14 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Competence in mathematics has long been identified as a critical skill directly related to educational and occupational choices. Yet compared with men, fewer women elect to take advanced level mathematics courses and to enter mathematically-oriented careers. The present article summarizes the common explanations of this problem and then integrates this research into a theoretical model first proposed by J. E. Parsons et al (in press) for studying students' academic choices and decisions. Drawing on concepts used in decision-making, achievement, and attribution research, this psychological model links academic choice to expectations of success and the subjective value of a particular course. In addition, the model specifies the relations among a set of other variables that are believed to mediate individual differences in both students' expectations of success and their perceptions of the relative value of various academic options. The utility of the model for increasing understanding of course enrollment patterns and career decisions and for designing appropriate intervention strategies is discussed. (3 p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reports normative, reliability, and validity data for the Mathematics Anxiety Rating Scale (MARS), a measure of mathematics anxiety for use in treatment and research. Normative data were collected on a sample of 397 undergraduates. The instrument has high test-retest and internal consistency reliability. Evidence for validity comes from 3 studies in which MARS scores showed expected decreases following behavior therapy for mathematics anxiety, and a separate validity study in which MARS scores were found to correlate negatively with scores on a mathematics test. Possible uses of the instrument in treatment and research are discussed. (17 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reviews the literature and suggests an attentional interpretation of the adverse effects which test anxiety has on task performance. During task performance the highly test-anxious person divides his attention between self-relevant and task-relevant variables, in contrast to the low-test-anxious person who focuses his attention more fully on the task. This interpretation is supported by literature from diverse areas. Treatment and research implications of this interpretation are briefly discussed. (3 P. Ref.)
Scales of general anxiety (Taylor, Welsh, and Freeman) and of anxiety specific to academic situations (Mandler-Sarason, Achievement Anxiety Test) were administered to college freshmen. Academic achievement included verbal aptitude, the Scholastic Aptitude Test, overall grade-point average, and performance in psychology courses. The 2 tests of specific anxiety were seen to be measuring something different than the more general tests and were differentially related to academic performance. "Facilitating" vs. "debilitating" anxiety was distinguished. Results are related to the general body of knowledge in area. (18 ref.)
The findings of 79 research reports were integrated by meta-analysis to assess the effects of calculators on student achievement and attitude. Effect sizes were derived by the method invented by Glass and tested for consistency and significance with inferential statistics provided by Hedges. At all grades but Grade 4, a use of calculators in concert with traditional mathematics instruction apparently improves the average student's basic skills with paper and pencil, both in working exercises and in problem solving. Sustained calculator use in Grade 4 appears to hinder the development of basic skills in average students. Across all grade and ability levels, students using calculators possess a better attitude toward mathematics and an especially better self-concept in mathematics than students not using calculators.
Results of 562 studies were integrated by meta-analysis to show the nature, effects, and treatment of academic test anxiety. Effect sizes were computed through the method invented by Glass (Glass, McGaw, & Smith, 1981). Correlations and effect-size groups were tested for consistency and significance with inferential statistics by Hedges and Olkin (1985). Test anxiety (TA) causes poor performance. It relates inversely to students’ self-esteem and directly to their fears of negative evaluation, defensiveness, and other forms of anxiety. Conditions (causes) giving rise to differential TA levels include ability, gender, and school grade level. A variety of treatments are effective in reducing test anxiety. Contrary to prior perceptions, improved test performance and grade point average (GPA) consistently accompany TA reduction.
Although mathematics avoidance and mathematics anxiety are not unknown among men and boys, stressful experiences with mathematics are particularly pronounced in girls and women. Many educating and governing institutions will have to work together if efforts to alleviate mathematics anxiety are to pay off. (CJ)
This bibliography identifies reports of research on the nature, effects, and relief of mathematics anxiety. The listing was developed for a synthesis of research performed by meta-analysis at Adrian College, Michigan. Guidelines for including studies were applied as follows: (1) the study provided product-moment correlation coefficients and their sample sizes or, in the case of experiments, sufficient data for effect-size calculations; (2) mathematics anxiety (MATHANX) measurements were made by validated instruments; (3) experiments used at least two groups, including a control; and (4) each experimental group contained at least 10 subjects. This screening delivered a body of 151 studies: 49 journal articles, 23 ERIC documents, 75 doctoral dissertations, and 4 reports in other sources. Studies are listed alphabetically by author in four categories: journal articles; ERIC documents; doctoral dissertations; and other sources. (Author/PK)
My purpose in this article is to look at what research has to say to teachers about the development of mathematics anxiety and avoidance, looking specifically at opportunities for teachers to reduce anxiety and encourage more students to continue their study of mathematics beyond the minimal requirements in high school. The research in this instance is a look at students' responses on instruments that are used to measure mathematics anxiety. One of the best of these tests is the Mathematics Anxiety Rating Scale (MARS) constructed by Frank Richardson and Richard Suinn (available through the Rocky Mountain Behavioral Sciences Institute, Fort Collins, Colorado.)
This paper reviews the differences between two interpretations accounting for the poor test performance of high-anxious students: (a) that anxiety interferes with retrieval of prior learning, or (b) that either of two types of deficits in study or test-taking skills may account for these findings. Research results dealing with these hypotheses are reviewed. It was concluded that these were complementary, rather than mutually exclusive formulations. A hypothesis was advanced suggesting that test anxiety debilitates performance by reducing the cognitive capacity available for task solution, and that study or test-taking skills facilitate learning and test performance by reducing the cognitive capacity demanded by different tasks.
This ed. first published: New York: Norton, 1977 - Previous ed.: New York: Ronald Press, 1950? Based on the author's thesis for Columbia University. Includes bibliography: p.[403]-412 and index.
-This smdy examined the relationship between rwo aspects of the TAQ, identified as "worry" and "emotionslity," and performance expectancies on a college examination. For this purpose, a short Pre-examination Questionnaire was developed. As predicted, worry (W) was inversely related to performance expectancy. No relationship between expectancy and emotionality (E) was found. The components of Mandler and Sarason's Test Anxiety Questionnaire have typically been examined by various factor-analytic techniques (e.g., Gorsuch, 1966; Sassenrath, 1964; Sassenrath, Kight, 8: Kaiser, 1965). Two cla~ses of factors seem to emerge: cognitive factors which might be labelled "worry" or "lack of confidence" and Zactors which refer to various indices of autonomic arousal or "emotionality." The present study examined a specific hypothesized relationship between these two aspecrs of anxiety and performance expectancy on a college examination. "Worry" (W) was conceptually identified as any cognitive expression of concern about one's own performance, while "emotionality" (E) referred ro autonomic reactions which tend to occur under examination suess. It was hypothesized that worry would be inversely related to performance expectancy. This relationship was predicted on the basis of the following reasoning. Worry is primarily cognitive concern about the consequences of failing, the ability of others relative to one's own, etc. Thus, in situations where persons expect success, considerations of worry should be minimized. In contrast, when poor performance is expected they should be maximal. On the other hand, indices of anxiety which are primarily autonomic or emotional in nature were hypothesized to reflect the immediate uncertainty of the test-taking situation. Thus, emotionality should be highest when one's own performance is least certain (i.e., when expectancy is nearest .5). This prediction is in accord with Atkinson and Feather's (1966) risk-taking model, in which test anxiety is assumed to be an indication of the strength of the motive to avoid failure. This motive, and the anxiety associated with it, is held to be highest at the point of maximum uncertainty (Atkinson & Litwin, 1960). It is pertinent, however, that when Feather (1963) asked persons how "worried rhey were during a problem-solving task in which expectancies were manipulated, an inverse relationship between expectancy and worry was obtained. The purpose of this study was to corroborate the posited inverse relationship between expectancy aod worry and to demonstrate that this relationship does not parallel the relationship between expectancy and emotionality.
This paper has 3 aims: (1) to give a more detailed and up-to-date description of an anxiety questionnaire used in previous studies; (2) to present findings on the relation of test anxiety to certain psychometric and social-class data; and (3) to describe the relation of the anxiety questionnaire to one concerned with habitual reactions to frustrations.
Stress and personality Hand-book of stress: Theoretical and clinical aspects
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Endler, N., & Edwards, J. (1982). Stress and personality. In L. Goldberger & S. Breznitz (Eds.), Hand-book of stress: Theoretical and clinical aspects (pp. 36-48). New York: The Free Press.