Mathematics Self-Concept and Mathematics Anxiety of Undergraduate Majors in Education

2002 ◽  
Vol 91 (3_suppl) ◽  
pp. 1273-1275
Author(s):  
Haitham M. Alkhateeb ◽  
Nader Taha
Keyword(s):  
Mathematics Anxiety ◽  
Self Concept ◽  
And Mathematics

This study investigated the relation between mathematics self-concept and mathematics anxiety of a sample of undergraduate majors in education. Scores of 68 students (10 men and 58 women) on mathematics self-concept were positively correlated (.83) with mathematics anxiety.

KONTRIBUSI SELF CONCEPT MATEMATIS DAN MATHEMATICS ANXIETY TERHADAP HASIL BELAJAR MAHASISWA

2015 ◽  
Vol 8 (2) ◽  
pp. 55
Author(s):  
Aan Subhan Pamungkas
Keyword(s):  
Learning Outcomes ◽  
Mathematics Anxiety ◽  
Mathematics Learning ◽  
Correlation Method ◽  
Sampling Technique ◽  
Self Concept ◽  
And Mathematics ◽  
Education Academic ◽  
The Relationship ◽  
Academic Year

This study examines the relationship between self-concept and mathematics anxiety towards the freshmen learning results. The method used is the correlation method which was aimed to see how strong and how much influence of self-concept and mathematics anxiety with students’ learning results. The population in this study were all students of mathematics education academic year 2013/2014, the study sample was taken by purposive sampling technique as many as 88 students who took the Calculus I course. The instrument used in this research is scale mathematical self-concept and mathematics anxiety scale. The results showed that there is a positive relationship between self-concept and anxiety towards math-ematics learning outcomes of students. Research showed that there was a positive and sig-nificant relationship between self-concept and anxiety mathematical mathematics with stu-dent results.Keywords : Self Concept, Anxiety Mathematics Learning Outcomes

scholarly journals Students’ Mathematics Self-Concept, Mathematics Anxiety and Mathematics Self-Regulated Learning during the Covid-19 Pandemic

2021 ◽  
Vol 15 (2) ◽  
pp. 103-114
Author(s):  
Nita Delima ◽  
Dian Cahyawati
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Mathematics Learning ◽  
Self Concept ◽  
Cluster Sampling ◽  
Cross Sectional Survey ◽  
Study Program ◽  
And Mathematics

Online learning during the Covid-19 pandemic requires lecturers to provide a stimulus that can increase student learning independence. However, not all lecturers and students are ready to carry out online learning, as a result, the anxiety factor for students is getting higher. In some studies, it is said that anxiety has a negative correlation with student self-concept. This study aims to find out how the mathematics self-concept (MSC), mathematics anxiety (MA), and mathematics learning independence (MSRL) of students are during the Covid-19 pandemic. This research is quantitative descriptive. The population of this study was active students in the Mathematics and Mathematics Education study program. Data were collected using a cross-sectional survey technique with cluster sampling. The data analysis technique used descriptive statistical analysis, Spearman correlation analysis, and ordinal regression analysis. The results showed that the average student had a positive MSC, MA, and moderate MSRL. Students with negative MSC had a significant tendency to have a high MSRL than students with positive MSC. The increasing probability of students with negative MSC having a high MSRL is 0.5110 times better than students with positive MSC. MSC and MA have an effect of 7.9% on changes in the student's MSRL variable. Thus, during the Covid-19 pandemic mathematics self-concept directly affects changes in student learning independence, but not with math anxiety.

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.

scholarly journals Mathematics-gender stereotype endorsement influences mathematics anxiety, self-concept, and performance differently in men and women

2021 ◽  
Author(s):  
Serena Rossi ◽  
Iro Xenidou-Dervou ◽  
Emine Simsek ◽  
Christina Artemenko ◽  
Gabriella Daroczy ◽  
...  
Keyword(s):  
Mathematics Anxiety ◽  
Underlying Mechanism ◽  
Gender Stereotype ◽  
Self Concept ◽  
Men And Women ◽  
Stereotype Endorsement ◽  
Arithmetic Performance ◽  
And Performance ◽  
And Gender ◽  
And Mathematics

Mathematics anxiety (MA) is negatively associated with mathematics performance. Although some aspects, such as mathematics self-concept (M-self-concept), seem to modulate this association, the underlying mechanism is still unclear. In addition, the false gender-stereotype according to which women are worse than men in mathematics, can have a detrimental effect on women. Nevertheless, the role that endorsement of this stereotype can have might differ between men and women. Therefore, within a structural equational approach, we investigated how MA and mathematics self-concept relate to arithmetic performance when considering one’s mathematics-gender stereotype endorsement and gender in a large sample (N = 923) of university students. Mathematics-gender stereotype endorsement influenced arithmetic performance through different mediation patterns via MA, M-self-concept in men and women. It was linked to higher MA, lower M-self-concept, and arithmetic performance in women, while in men, its effect was generally weaker but more complex (it was linked to higher M-self-concept and slightly higher numerical anxiety component of MA). Moreover, men and women perceived the questions included in the considered instruments differently, implying that their numerical scores may not be directly comparable, which has even broader theoretical and methodological implications for MA research.

KECEMASAN MATEMATIKA DAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA DI SEKOLAH MENENGAH PERTAMA

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Faiq Zulfikar Hadi ◽  
Maman Fathurrohman ◽  
Cecep Anwar Hadi
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Junior High ◽  
Negative Relationship ◽  
High Anxiety ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
And Mathematics

This research is conducted by the low mathematics critical thinking ability of students in junior high schools, especially in  VII grade .Students of VII grade commonly are transitioning from elementary school to junior high school could be a reason how low students of VII grade on mathematic critical thingking ability. The low ability mathematics critical thingking one of caused by mathematics anxiety. This study aims to find a relationship between math anxiety and mathematics critical thinking ability of VII grade at SMPN 5 Serang City. The method of this research is quantitative descriptive by making 110 students from VII grade as a sample. The data were collected using questionnaire and test. The result of this study indicate that 1) the ammount of correlation between math anxiety with critical thingking ability is -0,5991> rs table 0,1695, which means there is a significant and negative relationship between anxiety and critical thingking ability 2) the average of students’s mathematics critical thingking ability is different where score between students with low anxiety have a better score than student with mid anxiety and low anxiety,and students with mid anxiety have a better score than students with high anxiety, and students with mid anxiety have a better score than students with high anxiety.

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