Do high school students with different styles have different level of math anxiety?

2015 ◽  
Vol 5 (3) ◽  
Author(s):  
Hosin Shirvani ◽  
Federico Guerra
Keyword(s):  
High School ◽  
High School Students ◽  
Math Anxiety ◽  
School Students

scholarly journals The effect of CBT national examination policy in terms of senior high school students’ cognitive readiness and anxiety facing mathematics tests in DIY Province

2016 ◽  
Vol 3 (2) ◽  
pp. 198
Author(s):  
Eny Sulistyaningsih ◽  
Sugiman Sugiman
Keyword(s):  
High School ◽  
High School Students ◽  
Math Anxiety ◽  
Average Score ◽  
School Students ◽  
National Examination ◽  
Cognitive Readiness ◽  
Ex Post ◽  
National Examinations ◽  
Ex Post Facto

The purpose of this study was to determine the influence of CBT and PBT national examination in terms of students’ cognitive readiness and anxiety facing mathematics national examination in DIY province, the influence of major in terms of students’ cognitive readiness and anxiety facing mathematics national examination in DIY Province, and the interaction between national examination and major. This research was descriptive explorative and the method was ex-post facto. The population was all of natural and social science high school students in grade XII in DIY province. The number of sample used was 654 students The results showed that there was influence of national examination in terms of students’ cognitive readiness and anxiety facing national examination. CBT and PBT national examination did not influence the cognitive readiness facing national examination, CBT and PBT national examination influence in national examinations in terms of students’ anxiety facing national examination. The average score of the students’ anxiety facing CBT national exam was greater than that of the students’ anxiety facing PBT national examination. There was no effect caused by differences in majoring in terms of cognitive readiness and national examination math anxiety; and there was no interaction between the different types of national examinations and majors.

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 Math Anxiety, Math Achievement and Math Motivation in High School Students: Gender Effects

2020 ◽  
Vol 22 (1) ◽  
Author(s):  
Ilija Milovanović
Keyword(s):  
High School ◽  
High School Students ◽  
Math Achievement ◽  
Math Anxiety ◽  
Gender Effects ◽  
School Students ◽  
Negative Contribution ◽  
Moderation Effect ◽  
School Year ◽  
Math Motivation

According to the results of previous research, math anxiety is an important determinant of lower math achievement among high school students. Although math anxiety affects both genders, some findings indicate that girls are more prone to its manifestation, but do not explain how the contribution of different math anxiety dimensions to the math achievement depends on the interaction of students' gender and manifestations of math motivation. The aim of this research was to examine the moderation effect of gender in the relation between math anxiety and math achievement mediated by math motivation in high school students. The sample consisted of 514 high school students (45.3% male), aged 15 to 19, from Serbia. The instruments used in the research were the Math Anxiety Questionnaire and Students Motivation to Learn Mathematics Scale, while math achievement was measured as the average grade in mathematics at the end of the first term and at the end of the school year. The results of the moderated mediation analysis pointed out negative contribution of the math anxiety to achievement in both genders, with a full mediation of Satisfaction among boys, and partial mediation of Satisfaction and Usefulness among girls. Based on the analysis of the obtained results, it can be concluded that it is necessary to apply different motivating strategies in order to overcome math anxiety, which depends on students' gender.

scholarly journals Measurement of High-School Students’ Trait Math Anxiety Using Neurophysiological Recordings During Math Exam

IEEE Access ◽  
2020 ◽  
Vol 8 ◽  
pp. 57460-57471
Author(s):  
Zhilin Qu ◽  
Jingjing Chen ◽  
Baosong Li ◽  
Jinxuan Tan ◽  
Dan Zhang ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Math Anxiety ◽  
School Students
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