Gender Difference of Chinese High School Students’ Math Anxiety: The Effects of Self-Esteem, Test Anxiety and General Anxiety

Sex Roles ◽  
2018 ◽  
Vol 81 (3-4) ◽  
pp. 235-244 ◽  
Author(s):  
Fang Xie ◽  
Ziqiang Xin ◽  
Xu Chen ◽  
Li Zhang
Keyword(s):  
High School ◽  
High School Students ◽  
Gender Difference ◽  
Test Anxiety ◽  
Math Anxiety ◽  
Self Esteem ◽  
School Students ◽  
General Anxiety ◽  
Chinese High School Students

Students' Perceptions of School Climate and Trait Test Anxiety

2012 ◽  
Vol 111 (3) ◽  
pp. 761-764 ◽  
Author(s):  
Yang Yang Liu
Keyword(s):  
High School ◽  
High School Students ◽  
School Climate ◽  
Test Anxiety ◽  
School Students ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Chinese High School Students ◽  
Perceptions Of School

In a sample of 916 Chinese high school students, the relations among the students' perceptions of school climate and their trait test anxiety were examined. The results indicated that students' perceptions of teacher-student relationships and student-student relationships negatively predicted their trait test anxiety. Furthermore, girls had higher scores on trait test anxiety than boys.

scholarly journals Strategies for Remediating Anxiety in High School Math

2017 ◽  
Author(s):  
Rachel Pizzie ◽  
David Kraemer
Keyword(s):  
High School ◽  
Emotion Regulation ◽  
High School Students ◽  
Test Anxiety ◽  
Study Skills ◽  
Math Anxiety ◽  
School Students ◽  
Performance Deficits ◽  
High School Math ◽  
Two Samples

Anxiety associated with academic tasks, including test anxiety and math anxiety, creates significant impediments for students to fulfill their potential in classes such as mathematics. Test anxiety has been characterized by intrusive and distracting thoughts, and is also associated with maladaptive study skills, such as procrastination. To combat these behaviors, we introduced two interventions into two samples of high school math classrooms: one intervention focused on regulating anxiety using cognitive reappraisal, and the other encouraged students to improve their study habits. Students in the study skills (SS) intervention increased their grades during the intervention quarter, whereas students in the emotion regulation (ER) intervention were unaffected by the intervention. Across two samples of high school students, the SS intervention encouraged even the most anxious students to incorporate self-testing and overcome avoidant behaviors, ameliorating the performance deficits associated with increased anxiety. Notably, the SS intervention was most effective for students who habitually engaged in emotion regulation strategies. This strategy results in better performance, allowing students who are challenged by feelings of anxiety to reach their potential.

scholarly journals Effect of Loneliness on Self Esteem of High School Boys and Girls

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
A. K. Ashwini
Keyword(s):  
High School ◽  
High School Students ◽  
Gender Difference ◽  
Significant Relationship ◽  
Short Form ◽  
Self Esteem ◽  
School Students ◽  
Significant Difference ◽  
Materials Used ◽  
Age Range

The present study attempts to examine the effect of loneliness on self esteem of high school boys and girls, and to see if there is any gender difference existing in the  feeling of loneliness  and level of self esteem among high school boys and girls. The sample for the study comprised of 120 high school students, out of which 60 were boys and 60 were girls between the age range of 11 to 14 years. Test materials used to assess loneliness and self esteem among high school boys and girls are Daniel W.Russell’s UCLA Loneliness Scale (Version 3)  and Self Esteem Inventory, the school short form developed by Coopersmith, 1967. Obtained data is analyzed by using Pearson’s correlation coefficient and T-test. Results revealed that that there is a significant relationship between feeling of loneliness and level of self esteem among high school boys. Where as for the high school girls there is found to be no significant relationship between feeling of loneliness and level of self esteem. With respect to finding the gender difference in feeling of loneliness it is seen that there is no significant difference among high school boys and girls. Similarly the findings for gender difference in the level of self esteem it is seen that there is no significant difference among high school boys and girls.

scholarly journals The Mediating Role of Mathematics Self-Concept in the Association of Self-esteem and Classroom Environment Perceptions with Math Anxiety in Students

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Maasomeh Naderi Dehsheykh ◽  
Fariba Hafezi ◽  
Zahra Dasht Bozorgi
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Environment ◽  
Math Anxiety ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Mediating Role ◽  
Female High School

Background: Math anxiety (MA) emerges as a state of discomfort and anxiety when a student is faced with a math problem. Objectives: The present study aimed to investigate the association between self-esteem and classroom environment perceptions with math anxiety through the mediating role of mathematics self-concept (MSC) in female high school students. Methods: This descriptive-correlational study was conducted on all the female high school students in Ahvaz, Iran in the academic year 2020 - 2021. In total, 237 students were selected as the sample population via single-stage cluster sampling. Data were collected using the Math Anxiety questionnaire (MAQ), Self-Esteem questionnaire (SEQ), Dundee Ready Educational Environment measure (DREEM), and Mathematical Self-Concept questionnaire (MSCQ). The proposed research model was evaluated using structural equation modeling. Results: With the exception of self-esteem and classroom environment perceptions (CEPs), all the direct paths were significantly correlated with MA (P = 0.001). Moreover, the indirect paths of self-esteem were significantly correlated with MA considering the mediating role of MSC (β = -0.240; P = 0.002). Furthermore, a significant association was observed between CEP and MA, mediated by MSC (β = -0.129; P = 0.001). Conclusions: According to the results, the proposed model had a good fit and could be an important step in identifying the influential factors in the MA of students.

Alienation, Self-Esteem and Attitudes toward Drinking in High-School Students

1968 ◽  
Vol 29 (2) ◽  
pp. 350-354 ◽  
Author(s):  
Howard T. Blane ◽  
Marjorie J. Hill ◽  
Elliot Brown
Keyword(s):  
High School ◽  
High School Students ◽  
Self Esteem ◽  
School Students
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