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Mathematics anxiety according to middle school students' achievement motivation and social comparison
Abstract
The purpose of this study is to clarify whether middle school students'
mathematics anxiety differentiates or not, according to their low and high achievement motivation and their level of self-esteem stemming from social comparison. This study also aims to clarify the effects of these two variables on mathematics anxiety. The study groups were comprised of 156 8th grade students still attending a private tutoring center. The results demonstrated that students with high achievement motivation
have significantly higher mathematics anxiety than those students
with low achievement motivation. Also, this study determined that students with low self-esteem have significantly higher mathematics anxiety than those students with high self-esteem.
... For many middle school students, mathematics can feel like a burden, with exams and lessons contributing to feelings of fear and anxiety (Kesici & Erdoğan, 2010). DST has been shown to alleviate these challenges by supporting mathematics learning. ...
Asian schools have consistently demonstrated higher academic achievement in mathematics compared to Western countries, largely due to cultural factors and the intensity of their educational systems. However, this success often comes with increased stress levels, which contribute to math anxiety (MA) among students. Research in cognitive psychology has shown a positive link between storytelling and enjoyable learning experiences. Nevertheless, the use of storytelling, specifically in mathematics education, still needs to be explored. This study synthesizes previous empirical research on storytelling in mathematics classrooms across Asian schools, from early childhood to high school, through a narrative review utilizing Voyant Tools. Nineteen studies, selected from seven digital databases spanning January 2004 to July 2023, were analyzed. The findings revealed that different educational levels employ varied storytelling methods in mathematics education. For instance, in elementary schools, storytelling techniques such as total physical response storytelling (TPRS) and visual aids combined with enjoyable physical activities are commonly used. In contrast, digital storytelling (DST), incorporating brain-based learning (BBL) principles, visual imagery, and music—with or without student projects—is more prevalent at the high school level. Overall, storytelling has proven to be an effective tool for motivating students in mathematics by making the subject more comprehensible and enjoyable.
... Social comparison within an educational context has been connected to outcomes such as academic self-concept (Bong & Skaalvik, 2002;Wang & Zhao, 2020), academic performance (Herrmann et al., 2016), and career aspirations (Rudman & Phelan, 2010). Importantly, people are mostly likely to compare themselves to others in their immediate environment (Kesici & Erdogan, 2010). As such, studying this relationship with Hispanic students may be particularly important given the growing demographic and changing landscape of education with Hispanic Serving Institutions (HSIs) and, more specifically, Hispanic Majority Institutions. ...
Social comparison processes can affect academic and interpersonal outcomes for minoritized college students. However, the literature has not addressed how these processes play out for Hispanic students who attend Hispanic Majority Institutions, in which Hispanic students comprise more than 50% of the population. In this study, such students ( N = 191) completed online assessments for social comparison orientation (SCO), belongingness, academic self-concept, and perceived stress. Results showed that, regarding belongingness, SCO was positively correlated to rejection/exclusion, but not acceptance/inclusion. Regarding academic self-concept, SCO was positively correlated to self-doubt, but not self-confidence. Mediation analyses showed that perceived stress fully mediated the relationship between SCO and rejection/exclusion, and partially mediated the relationship between SCO and academic self-doubt. In other words, SCO was associated with increased stress, which was then associated with increased feelings of rejection/exclusion and self-doubt about academic abilities. These findings offer additional insight into Hispanic college students’ experience.
... Students' achievement goals, anxiety, and achievement are inter-connected. Whereas performance goals can sometimes contribute to academic success (Butler, 2006;Kesici & Erdogan, 2010;Harackiewicz et al., 2008;Midgley et al., 2001;Mouratidis et al., 2018;Muyarama & Elliot, 2012;Skaalvik, 2018;Tanaka et al., 2006;Van Yperen et al., 2014;Wirthwein et al., 2013), they can also come at a cost for mental health outcomes, like anxiety, by eliciting social comparison processes and self-doubt (Goetz et al., 2016;Huang, 2011;Linnenbrink, 2005;Luo et al., 2011;Pahljina-Reinić & Kolić-Vehovec 2017;Pekrun et al., 2006). Students pursuing mastery goals, however, tend to report generally more adaptive outcomes such as higher academic achievement and lower anxiety (Hornstra et al., 2017;Huang, 2011Huang, , 2012Pahljina-Reinić & Kolić-Vehovec, 2017;Schwinger et al., 2016;Van Yperen et al., 2014. ...
This study utilized a longitudinal person-centered approach to investigate how children's achievement goals combine with the goals held for them by their parents and teachers to form unique achievement goal profiles among a sample of 619 elementary school students (Mage = 9.782; 52.5% female; 79.2% first- and second-generation immigrants) from low SES ethnically diverse neighborhoods. Our results revealed four distinct profiles that proved to be identical from one school year to the next: (a) Low on all Goals, (b) High on all Goals, (c) Mastery-Oriented, and (d) Low Mastery Goals. Students' membership in these profiles was moderate to highly stable over time. Moreover, all profiles were marked by a correspondence between student, parent, and teacher goals, suggesting that elementary students may come to develop a global understanding of the various goal-related messages present in their environment. Higher perceived competence in core academic subjects was associated with membership into profiles characterized by high levels of mastery goals. The Mastery-Oriented profile fared best in terms of academic achievement and anxiety, whereas the Low Mastery Goals profile fared the worst. This Low Mastery Goals profile was unique to our study and represented the largest profile, which could be related to the socioeconomic status of our sample. Our findings provide information regarding the nature and stability of achievement goal profiles among elementary school students and offer new insights into how children interpret goal-related messages in their environment.
... When a fear of mathematics emerges in elementary school, it will carry over to the next level of education. Students learning outcomes could be harmed by mathematics anxiety (Devine et al., 2012;Erdoğan et al., 2020;Kesici & Erdogan, 2010). According to study of Keshavarzi and Ahmadi (2013), students' learning outcomes tend to decrease when anxious. ...
The COVID-19 pandemic is causing a change in the field of education, where learning is currently becoming online. It affects the psychology of the students. This study aimed to analyze the mathematics anxiety and learning motivation of secondary students based on gender during the pandemic. This study was quantitative research. The participants in this study were 451 eighth-grade students of State Secondary School in South Jakarta. The instrument used was a questionnaire. It consisted of 45 statements belonging to 22 items on mathematics anxiety and 23 items on student learning motivation. The data analysis applied was descriptive, Mann-Whitney test, and correlation analysis. The results found that students' mathematics anxiety during the COVID-19 pandemic was moderate. Meanwhile, students' learning motivation was in the high category. In addition, there were significant differences in mathematics anxiety levels between male and female students. However, there was no significant difference in the motivation of learning mathematics students. The correlation between mathematics anxiety and learning motivation indicated a negative relationship.
... Furthermore, the result reported that the motivation to pursue success is positively correlated with academic performance and has a large effect size. According to Atkinson's theory of achievement motivation, achievement motivation involves the emotional conflict between the expectation of success and the fear of failure [54], and the difference of achievement motivation is an important factor affecting the academic performance of students [55], showing that students with higher achievement motivation have better academic performance than those with lower [56,57]. Additionally, collegiate students with higher academic performance have higher motivation to pursue success [58,59], which is consistent with the results of current study. ...
There are limited studies examining the impacts of perfectionism and achievement motivation on collegiate athletes’ extra training and academic achievement in a Chinese context. This study aimed to examine the association of perfectionism (five facets) with extra training and academic performance among Chinese collegiate athletes and identify the mediating role of achievement motivation (two attributes) in the relationship between perfectionism and extra training and academic performance. With a prospective study design, 243 eligible participants completed two-wave surveys from September to December 2021. Measures included demographics, perfectionism (concern over mistake, CM; doubts about action, DA; personal standard, PS; organization; parental expectation, PE), achievement motivation (motive for success, MS; motive for avoiding failure, MF), extra-training (minutes/week), and academic performance (GPA). Results showed that CM, DA, PS, and MS were associated with extra training among Chinese collegiate athletes, while the associations of DA and PS with extra training were mediated by MS. In addition, DA, PS, organization, and MS were associated with participants’ GPA, while MS was a salient mediator for the contributions of DA and PS on participants GPA. Research findings give new insights to the psychological mechanisms of perfectionism and achievement motivation on collegiate athletes’ extra training and academic performance, contributing to future studies in relevant domains.
Schulbezogener Stress und einhergehende Ängste nehmen
einen bedeutsamen Einfluss auf die Leistungsentwicklung und das Wohlbefinden
von Lernenden. Stress und Angst in der Schule scheinen dabei mit schulischen Leistungsanforderungen
zusammenzuhängen, welche in bisherigen Studien insbesondere
external, in Form von Anforderungen im Unterricht und resultierendem Leistungsdruck,
operationalisiert wurden. Motivationale Dispositionen als personeninterne
Merkmale, zum Beispiel die eigene Leistungsorientierung, können jedoch weiteren
Einfluss auf das Erleben externaler Anforderungen sowie die Entwicklung von
Stress und Angst nehmen. Das Zusammenspiel dieser Dimensionen wurde bisher
nur in geringem Maße adressiert. Das Ziel der vorliegenden Studie ist es daher, den
Zusammenhang zwischen Schulleistungen, Leistungsdruck und Leistungsorientierungen
sowie Schulstress und Leistungsangst zu untersuchen. Hierzu wurden Daten
von N= 583 Schüler*innen der sechsten und siebten Jahrgangsstufe im Rahmen
einer Fragebogenerhebung erfasst. Mithilfe einer Strukturgleichungsmodellierung
kann aufgezeigt werden, dass Schulleistung einen signifikanten statistischen Prädiktor
für das Angst- und Stresserleben sowie die Bewertung externaler Anforderungen
als Leistungsdruck und das Ausmaß der eigenen Leistungsorientierung darstellt.
Der Zusammenhang zwischen der Schulleistung und Angst bzw. Stress kann dabei
in unterschiedlichen Teilen über den Leistungsdruck und die Leistungsorientierung
mediiert werden.
Math anxiety is a highly prevalent problem in education that has consistently shown to lead to poor math performance. This study sought to investigate whether certain behaviours are predictive of math anxiety among students. This study involved elementary school students who were low-progressing in math, and is part of an educational intervention program. Ten classifications types of behavioural indicators were identified, such as counting out loud. A multiple linear regression was conducted, identifying three behavioural observations that were positively and significantly associated with their math anxiety. Implications and limitations are discussed.
The purpose of this study was to investigate the relationships between the students' self-efficacy, test anxiety and performance on Mathematics of Saint Joseph College, Junior High School Department for SY 2019-2020. The respondents of the study were randomly chosen junior high school students. Descriptive correlational method of research was used. The data gathered were statistically treated using the Excel and IBM SPSS programs, which summarize the percentage scores, weighted means, correlation coefficients, independent t-test values, and corresponding p-values of relevant statistical tools. Findings indicated that, at average, the students were not confident on their mathematical self-efficacy, moderately anxious on their mathematical test anxiety and satisfactory on their mathematical performance. More findings showed that the following variables have significant relationships: mathematical anxiety and mathematical self-efficacy; mathematical self-efficacy and mathematical performance; and mathematical test anxiety and mathematical performance. The higher the self-efficacy level, the lower the degree of test-anxiety; the higher the self-efficacy, the better the mathematics performance; and the lower the test-anxiety, the better the performance. The study recommends regular conduct of diagnostic tests on mathematical self-efficacy and test anxiety and design programs to address the enhancement of learners' mathematical self-efficacy and reduce their mathematical test anxiety. The researcher recommends Mathematics Learning Development Program (MLDP) as the output of the study.
The present study examined the relationship between the Big Five and a two-factor model of achievement motivation. Participants (N = 777) completed the Big Five Inventory (John & Srivastava, 1999) and a multidimensional achievement motivation scale (Cassidy & Lynn, 1989). Correlation and multiple regression analyses disclosed relations among the Big Five and achievement motivation. Conscientiousness, openness, and extraversion were positively associated with intrinsic achievement motivation, whereas extraversion, conscientiousness, and neuroticism were positively related to extrinsic achievement motivation. Agreeableness was also found to be negatively associated with extrinsic achievement motivation. Conscientiousness was anomalous in that it was positively related to both intrinsic and extrinsic motivation. Results suggest that both forms of motivation may be more complex than originally expected.
This book sets forth a provocative agenda for the scientific study of human personality. Blending no-nonsense empiricism with the humanistic desire to understand the whole person, the book is as relevant today as it was to its many readers seventy years ago. The book sets forth a full theory of human personality, illustrated with a bevy of creative methods for personality assessment, and presenting the results of a landmark study of fifty Harvard men. The book is one of the great classics in 20th-century psychology.
I just don't like math.” How often have students uttered these anxiety-based words? The primary purpose of this research was to investigate the types of instructor behavior that created or exacerbated anxiety. In addition, the authors wanted to determine the grade levels (K—college) in which mathematics anxiety first occurred in these students. In this article, the term instructor includes anyone who teaches at any level, kindergarten through college.
