scholarly journals Mathematics Anxiety, Working Memory, and Mathematics Performance in Secondary-School Children

2016 ◽  
Vol 7 ◽  
Author(s):  
Maria C. Passolunghi ◽  
Sara Caviola ◽  
Ruggero De Agostini ◽  
Chiara Perin ◽  
Irene C. Mammarella
Keyword(s):  
Working Memory ◽  
Secondary School ◽  
School Children ◽  
Mathematics Anxiety ◽  
Mathematics Performance ◽  
And Mathematics

The Relation Between Mathematics Anxiety and Mathematics Performance Among School-Aged Students: A Meta-Analysis

2019 ◽  
Vol 89 (3) ◽  
pp. 459-496 ◽  
Author(s):  
Jessica M. Namkung ◽  
Peng Peng ◽  
Xin Lin
Keyword(s):  
Negative Correlation ◽  
Mathematics Anxiety ◽  
Meta Analysis ◽  
Significant Negative Correlation ◽  
Mathematics Performance ◽  
Mathematical Tasks ◽  
Final Exam ◽  
And Mathematics ◽  
Underlying Mechanisms ◽  
Student Grades

The purpose of this meta-analysis was to examine the relation between mathematics anxiety (MA) and mathematics performance among school-aged students, and to identify potential moderators and underlying mechanisms of such relation, including grade level, temporal relations, difficulty of mathematical tasks, dimensions of MA measures, effects on student grades, and working memory. A meta-analysis of 131 studies with 478 effect sizes was conducted. The results indicated that a significant negative correlation exist between MA and mathematics performance, r = −.34. Moderation analyses indicated that dimensions of MA, difficulty of mathematical tasks, and effects on student grades differentially affected the relation between MA and mathematics performance. MA assessed with both cognitive and affective dimensions showed a stronger negative correlation with mathematics performance compared to MA assessed with either an affective dimension only or mixed/unspecified dimensions. Advanced mathematical tasks that require multistep processes showed a stronger negative correlation to MA compared to foundational mathematical tasks. Mathematics measures that affected/reflected student grades (e.g., final exam, students’ course grade, GPA) had a stronger negative correlation to MA than did other measures of mathematics performance that did not affect student grades (e.g., mathematics measures administered as part of research). Theoretical and practical implications of the findings are discussed.

scholarly journals Longitudinal development of number line estimation and mathematics performance in primary school children

2015 ◽  
Vol 134 ◽  
pp. 12-29 ◽  
Author(s):  
Ilona Friso-van den Bos ◽  
Evelyn H. Kroesbergen ◽  
Johannes E.H. Van Luit ◽  
Iro Xenidou-Dervou ◽  
Lisa M. Jonkman ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Number Line ◽  
Mathematics Performance ◽  
Primary School Children ◽  
Longitudinal Development ◽  
Number Line Estimation ◽  
And Mathematics

Mathematics Motivation, Anxiety, and Performance in Female Deaf/Hard-of-Hearing and Hearing Students

2016 ◽  
Vol 38 (3) ◽  
pp. 172-178 ◽  
Author(s):  
Saeed Ariapooran
Keyword(s):  
Hearing Loss ◽  
Goal Orientation ◽  
Hard Of Hearing ◽  
Mathematics Anxiety ◽  
Mathematics Performance ◽  
Female Students ◽  
Deaf Students ◽  
Mathematics Motivation ◽  
And Performance ◽  
And Mathematics

Hearing loss can be a major detriment to academic achievement among students. The present comparative study examines the differences in mathematics motivation, anxiety, and performance in female students with hearing loss and their hearing peers. A total of 63 female students with hearing loss (deaf and hard-of-hearing) and 63 hearing female students were selected to participate in the study. The two groups of students were matched in terms of the city of residence, academic year, academic grade, and age. The Mathematics Motivation Scale and the Mathematics Anxiety Survey were used for data collection. The students’ mathematics scores in the first and second semesters of school were used as indicators of their mathematics performance. The data obtained were analyzed using the MANOVA. The results of the study showed a higher intrinsic goal orientation in both hard-of-hearing and hearing students than in the deaf students; extrinsic goal orientation was higher in the deaf and hard-of-hearing students than in the hearing students; and task value, control belief, and mathematics self-efficacy were lower in the deaf and hard-of-hearing students than in the hearing students. The findings of the study also showed that mathematics test anxiety and mathematics anxiety were higher in the hard-of-hearing and deaf students than in their hearing peers. Moreover, mathematics performance was higher in the hearing students than in their deaf and hard-of-hearing peers.

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.  

scholarly journals Understanding the Relationship Between Students’ Mathematics Anxiety Levels and Mathematics Performances at the Foundation Level

2020 ◽  
Vol 10 (1) ◽  
pp. 47
Author(s):  
Emmerline Shelda Siaw ◽  
George Tan Geok Shim ◽  
Farah Liyana Azizan ◽  
Norhunaini Mohd Shaipullah
Keyword(s):  
Mathematics Anxiety ◽  
Quantitative Data ◽  
Study Data ◽  
Mathematics Performance ◽  
Learning Mathematics ◽  
Future Potential ◽  
Anxiety Levels ◽  
And Mathematics ◽  
The Relationship ◽  
Significant Factors

For many students, mathematics is regarded as a challenging subject to learn and master in class. One of the significant factors contributing to the students’ difficulties in learning mathematics is caused by a phenomenon called mathematics anxiety. Mathematics anxiety is a feeling of unease and anxiety toward mathematics and it can be different from person-to-person. Understanding the effects of mathematics anxiety levels on students’ mathematics performances in class can be the key to help students’ mastery of mathematics. The aim of the study is to investigate the relationship between mathematics anxiety levels and students’ mathematics performances at the foundation level. A sample of 545 students from a local foundation centre was chosen for this study. Data collection via questionnaire was used where quantitative data were analysed using correlation, t-test, and descriptive analyses. The results showed that there was a weak positive correlation between students’ anxiety levels and the students’ mathematics performance in their final examination. Recommendations and future potential for this study were further discussed in this paper.

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