Mathematics anxiety and mathematics achievement

2003 ◽  
Vol 15 (2) ◽  
pp. 138-150 ◽  
Author(s):  
Brian F. Sherman ◽  
David P. Wither
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
And Mathematics

scholarly journals Meta-analysis of the relationship between mathematics anxiety and mathematics achievement

2016 ◽  
Vol 6 (3) ◽  
pp. 371-392 ◽  
Author(s):  
Süleyman Nihat Şad ◽  
Ali Kış ◽  
Mustafa Demir ◽  
Niyazi Özer
Keyword(s):  
Middle School ◽  
Mathematics Achievement ◽  
Effect Size ◽  
Mathematics Anxiety ◽  
Meta Analysis ◽  
Moderate Level ◽  
Combined Effect ◽  
School Level ◽  
And Mathematics ◽  
Middle School Level

This meta-analysis study aims to synthesize the results of individual studies on respectively small samples investigating the correlations between Mathematics anxiety and Mathematics achievement. Meta-analysis included a total of 11 studies which investigated the association between Mathematics anxiety and Mathematics achievement on Turkish students which were published between 2005 and 2014. These studies were conducted totally on 8327 students from different educational stages. The results of the analysis for all eleven studies involved suggested negative and statistically significant correlations between mathematics anxiety and mathematics achievement. The combined effect size was calculated for all studies according to both Fixed (r=-.39) and Random (r=-.44) Effect Models. Moderator analysis based on the school level revealed that the combined effect size for the studies conducted at middle school level was significant, negative and at moderate level. In addition, the effect size for the studies conducted at high school level was significant, negative and at moderate level. Moreover, the comparison between the combined effect sizes with regard to different school levels revealed a statistically significant difference in favor of middle school level.

Correlational Analyses Between Mathematics Anxiety and Mathematics Achievement Among Vocational College Students

2014 ◽  
Vol 69 (6) ◽  
Author(s):  
Mohd Rustam Mohd Rameli ◽  
Azlina Kosnin ◽  
Hamdan Said ◽  
Norashuha Tajuddin ◽  
Noriadah Abdul Karim ◽  
...  
Keyword(s):  
College Students ◽  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
Significant Negative Correlation ◽  
Mathematics Performance ◽  
Mathematics Courses ◽  
Vocational College ◽  
Bivariate Correlation ◽  
Second Year ◽  
And Mathematics

Students with mathematics anxiety have always been found different from their non-anxious peers on measures of mathematics performance. The current study investigated the phenomenon of mathematics anxiety among vocational college students and its relationship with mathematics achievement. A total of 150 second year students were selected to complete the mathematics anxiety scale. Relative mean analysis indicated that 50% (n=75) of the samples were categorized as mathematics anxiety students. Bivariate correlation analysis revealed that a significant negative correlation exists between mathematics anxiety and mathematics achievement. The results of simple regression showed that mathematics anxiety was a significant predictor of mathematics achievement. Findings of this study suggest that the phenomenon of mathematics anxiety among vocational college students should be addressed in order to ensure that they can perform well in mathematics courses and thus achieve their aims to graduate successfully.  

scholarly journals Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

2017 ◽  
Vol 34 (1) ◽  
pp. 41 ◽  
Author(s):  
Senol Recber ◽  
Mine Isiksal ◽  
Yusuf Koc
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
Self Efficacy ◽  
School Type ◽  
Seventh Grade ◽  
Main Effect ◽  
The Difference ◽  
And Mathematics ◽  
Mathematics Self Efficacy

<p class="Abstract">The purpose of this study was to investigate the relationship among seventh grade students’ mathematics self-efficacy, mathematics anxiety, attitudes towards mathematics, and mathematics achievement with respect to gender and school type. In order to examine the difference in self-efficacy, anxiety, attitude and achievement in terms of gender and school type, and two-way ANOVA were performed. In addition, multiple regression analysis was run to investigate the role of mathematics self-efficacy, anxiety, attitude, gender and school type on predicting mathematics achievement of seventh grade students. Results revealed that there was a significant main effect of gender on mean self-efficacy scores, attitude scores, anxiety scores and mathematics achievement. However, school type did not have significant main effect on mean self-efficacy scores, anxiety scores, and achievement scores but have significant effect on attitude scores. It is believed that explaining differences in mathematics performance of students with the help of emotional parameters will give valuable implications for the teachers.</p>

Investigating the impact of teacher practices and noncognitive factors on mathematics achievement

2019 ◽  
Vol 108 (1) ◽  
pp. 22-45
Author(s):  
Tristan Hann
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
Project Based Learning ◽  
School Level ◽  
Self Concept ◽  
Modeling Framework ◽  
International Student Assessment ◽  
And Mathematics ◽  
Noncognitive Factors ◽  
The Impact

It is with increasing importance that mathematics education research considers the role of noncognitive motivation variables alongside elements of the classroom context in investigations of student mathematics performance. This study uses a hierarchical linear modeling framework to predict mathematics achievement from three classroom variables, project-based learning, group collaboration, and student-driven curriculum, and two noncognitive factors, mathematics anxiety and mathematics self-concept, utilizing data from the 2012 Programme for International Student Assessment (PISA) United States sample. Findings suggest that mathematics classroom contexts that are student-driven and integrate project-based learning positively impact mathematics achievement, and that both mathematics anxiety and mathematics self-concept contribute significantly towards explaining variation in mathematics achievement after accounting for gender, race, socioeconomic status, truancy, and school-level poverty.

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