scholarly journals In-class attention, spatial ability, and mathematics anxiety predict across-grade gains in adolescents’ mathematics achievement.

2020 ◽  
Author(s):  
David C. Geary ◽  
Mary K. Hoard ◽  
Lara Nugent ◽  
John E. Scofield
Keyword(s):  
Mathematics Achievement ◽  
Spatial Ability ◽  
Mathematics Anxiety ◽  
And Mathematics

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.  

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