Math Anxiety in College Students: Sources and Solutions

1984 ◽  
Vol 12 (2) ◽  
pp. 32-36 ◽  
Author(s):  
Susan A. Shodahl ◽  
Cleon Diers
Keyword(s):  
College Students ◽  
Math Anxiety

scholarly journals ESTUDIO EMPÍRICO PARA DETERMINAR EL NIVEL DE ANSIEDAD HACIA LA MATEMÁTICA EN ESTUDIANTES UNIVERSITARIOS. EMPIRICAL STUDY TO MEASURE ANXIETY TOWARD MATHEMATICS ON COLLEGE STUDENTS

2016 ◽  
Vol 1 (2) ◽  
pp. 441 ◽  
Author(s):  
Arturo García Santillán ◽  
Milka Elena Escalera Chávez ◽  
Josefina Carmen Santana Villegas ◽  
Bertha Yolanda Guzmán Rivas
Keyword(s):  
Social Sciences ◽  
College Students ◽  
Mathematics Anxiety ◽  
Latent Variables ◽  
Math Anxiety ◽  
Real Life ◽  
Face To Face ◽  
The Social ◽  
Mathematical Problems ◽  
Para Determinar

Abstract.Mathematical knowledge is very important in the lives of people, therefore, it is necessary understand it and make good use of mathematics in everyday life. Therefore, the aim of this work is to identify whether there is a set of latent variables that allow explain the anxiety toward math on students at Instituto Tecnológico de Tuxtepec, Oaxaca. The study is quantitative; and the study sample was formed of 303 college students from several profiles of the social sciences and engineering areas. The instrument utilized, is the scale of Munoz and Mato (2007) and was applied face to face to sample of study, in order to get data that allow us measure mathematics anxiety. The results show that students consider about the exposed variables that, the most prominent variable is the anxiety toward mathematics when faced in real life situations. The results allow us to observe that the studied variables explained 81% of variance that explains the math anxiety; the remaining 19% is explained by other variables that have not been considered in this research. Hence, if the student increases their anxiety in one of those, for example toward compression of mathematical problems, other variables also increase as the results show that there is a direct relationship between them.Keywords: Anxiety, Mathematics, Attitude toward mathematics, mathematics evaluationResumen.Los conocimientos matemáticos son de suma importancia en la vida de las personas, por lo tanto en la actualidad es necesario entender y hacer buen uso de las matemáticas en la vida diaria. El objetivo de este trabajo es identificar si en los alumnos del Instituto Tecnológico de Tuxtepec, existe un conjunto de variables que pueden explicar la ansiedad frente a las matemáticas. El estudio es cuantitativo, la muestra de estudio se conformó de 303 estudiantes del nivel universitario del Instituto Tecnológico de Tuxtepec, Oaxaca, de varios perfiles de ciencias sociales e ingeniería. Se utilizó el cuestionario Muñoz y Mato-Vázquez (2007), para medir la ansiedad a las matemáticas. Los resultados muestran que los estudiantes consideran que de las variables expuestas, la más preponderante es la ansiedad que les causa las matemáticas cuando se encuentran en situaciones de la vida real. Los resultados dejan ver que las variables analizadas contribuyen con el 81% a determinar la ansiedad hacia las matemáticas, el 19% restante es explicado por otras variables que no han sido consideradas en esta investigación. De ahí que, si el estudiante incrementa su ansiedad en una de ellas por ejemplo hacia la compresión de los problemas matemáticos, las otras variables también se incrementan ya que los resultados muestran que hay una relación directa entre ellas.Palabras clave: Ansiedad, Matemáticas, Actitud hacia las matemáticas, Evaluación matemática.

DIFFERENTIAL MODELS FOR MATH ANXIETY IN MALE AND FEMALE COLLEGE STUDENTS

2004 ◽  
Vol 24 (3) ◽  
pp. 295-318 ◽  
Author(s):  
ADA F. HAYNES ◽  
ANITA G. MULLINS ◽  
BARRY S. STEIN
Keyword(s):  
College Students ◽  
Math Anxiety ◽  
Female College Students ◽  
Male And Female ◽  
Female College

scholarly journals An Exploratory Examination of the Use of Co-Occurrence Network Analysis to Assess the Anxiety and Beliefs in College Students When Performing Mathematical Computation

2020 ◽  
Author(s):  
Christoper Magalis ◽  
Rick Parente ◽  
Jaclyn Kenney
Keyword(s):  
College Students ◽  
Standard Deviation ◽  
Network Analysis ◽  
Math Anxiety ◽  
Rating Scales ◽  
Statistics Anxiety ◽  
Mathematical Computation ◽  
Deviation Problem

This study used used co-occurrence network analysis to study the experience of college students when solving statistics or algebra problems. Students generated words to describe their perceptions of solving a standard deviation problem and a quadratic computation. Results indicated that the statistics problem was associated with words indicating "anxiety" and "confusion". Conversely, words, such as "relaxed and "familiar" were used to describe solving the quadratic computation. Additionally, rating scales measuring statistics anxiety, math anxiety, and math helplessness, showed that meth anxiety tended to predict statistics anxiety for all students, above and beyond math helplessness. <br>

scholarly journals An Exploratory Examination of the Use of Co-Occurrence Network Analysis to Assess the Anxiety and Beliefs in College Students When Performing Mathematical Computation

2020 ◽  
Author(s):  
Christoper Magalis ◽  
Rick Parente ◽  
Jaclyn Kenney
Keyword(s):  
College Students ◽  
Standard Deviation ◽  
Network Analysis ◽  
Math Anxiety ◽  
Rating Scales ◽  
Statistics Anxiety ◽  
Mathematical Computation ◽  
Deviation Problem

This study used used co-occurrence network analysis to study the experience of college students when solving statistics or algebra problems. Students generated words to describe their perceptions of solving a standard deviation problem and a quadratic computation. Results indicated that the statistics problem was associated with words indicating "anxiety" and "confusion". Conversely, words, such as "relaxed and "familiar" were used to describe solving the quadratic computation. Additionally, rating scales measuring statistics anxiety, math anxiety, and math helplessness, showed that meth anxiety tended to predict statistics anxiety for all students, above and beyond math helplessness. <br>

Examination of Test Anxiety in a Sample of 18 to 26 year-old Singapore and U.S. Undergraduate Male and Female Students on the Test Anxiety Measure for College Students-Short Form

2021 ◽  
pp. 073428292110304
Author(s):  
Patricia A. Lowe
Keyword(s):  
College Students ◽  
Test Anxiety ◽  
Math Anxiety ◽  
Short Form ◽  
Female Students ◽  
National Study ◽  
Covariance Structure Analysis ◽  
Factor Analyses ◽  
Cognitive Interference ◽  
Social Concerns

A cross-national study was conducted on a new test anxiety measure, the Test Anxiety Measure for College Students-Short Form (TAMC-SF) in a sample of 1,023 Singapore and U.S. students, aged 18-26. The TAMC-SF consists of one facilitating anxiety scale and five test anxiety (Worry, Cognitive Interference, Social Concerns, Physiological Hyperarousal, and Task Irrelevant Behaviors) scales. The measure was administered to the sample of higher education students online. The results of single-group confirmatory factor analyses found support for the TAMC-SF six-factor model for Singapore students, U.S. students, male students, and female students. In addition, the results of multi-group, mean and covariance structure analysis found support for the construct equivalency of the TAMC-SF scores across country and gender. Latent mean factor analyses followed and the results of these analyses indicated Singapore students had significantly higher levels of social concerns and significantly lower levels of cognitive interference and worry than U.S. students. The findings also indicated females had significantly higher levels of test anxiety than males on all five TAMC-SF test anxiety scales. Evidence supporting the construct validity of the TAMC-SF scores with the scores of math anxiety, social phobia, and self-critical perfectionism was also reported. Implications of the study’s findings for researchers and clinicians are discussed.

History of ADHD traits related to general test and specific math anxiety in college students

2017 ◽  
Vol 58 ◽  
pp. 56-63 ◽  
Author(s):  
Will H. Canu ◽  
Monica Elizondo ◽  
Joshua J. Broman-Fulks
Keyword(s):  
College Students ◽  
Math Anxiety ◽  
General Test ◽  
History Of

Measuring Reading Anxiety in College Students

2021 ◽  
Author(s):  
Ashley Edwards ◽  
Mia Cristina Daucourt ◽  
Sara Ann Hart ◽  
Chris Schatschneider
Keyword(s):  
College Students ◽  
Individual Differences ◽  
Reading Fluency ◽  
Reading Ability ◽  
Math Anxiety ◽  
Reading Anxiety ◽  
Graded Response ◽  
Reading For Pleasure ◽  
Affective Experiences ◽  
Quick Estimate

Extensive research has been conducted on math anxiety, yet research on reading anxiety is extremely limited, despite similar affective experiences being reported by readers. The goal of the present study was to create a brief reliable scale for measuring reading anxiety in college students, a time when reading demands are particularly high. Results revealed individual differences in reading anxiety levels in a sample of 402 university students, showing reliable measurements from a 10 item scale. These individual differences were also shown to relate to reading fluency, reading self-concept, self-perception of reading ability compared to others, reading enjoyment, and reading for pleasure frequency. Furthermore, group differences in reading anxiety were observed between students with and without a known learning disability. How well each of the 10 items differentiated levels of reading anxiety were explored using a graded response model. The last item, which simply asked participants whether they had reading anxiety provided the most information to differentiate between those with medium and high amounts of reading anxiety. This item also correlated well with the total score suggesting this item may be a useful quick estimate of reading anxiety in college students.

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