Analysis of PISA data on the effect of student's parents on Math Anxiety in Spanish students

Alexander Maz-Machado,Carmen León-Mantero,David Gutiérrez-Rubio,María José Madrid-Martín

doi:10.24297/ijrem.v9i1.7886

Alexander Maz-Machado, Carmen León-Mantero + Show 2 more

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https://doi.org/10.24297/ijrem.v9i1.7886

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Abstract

In this work we present a descriptive study of the effects that the schooling level of both parents (mother and father) may cause in the levels of Math Anxiety in Spanish students from secondary education. We study the effects separately for male and female students, and native, first, and second generation of immigrants. Results show a slightly bigger influence of the mother over the father. For higher ISCED levels, native and second generation immigrants have same behavior, while for lower levels natives have less anxiety. In families where the mother has a higher ISCED level than the father, female students native and second generation immigrants have more Math Anxiety, whereas the opposite occurs in male students.

Highlights

The study of attitudinal variables in mathematics is a subject that has been gaining weight in recent years
In this work we focus on Math Anxiety, which can be defined as the absence of comfort that someone might experience when required to perform a mathematical task [14]
Mathematical Anxiety usually influences negatively on the academic results and tends to be higher in female students rather than in male ones [4]. This result is replicated in multiple studies, being one of the most recent the PISA 2012 report [9], where this gap exists even in countries where math performance in female students equals to the male ones

Summary

Introduction

The study of attitudinal variables in mathematics is a subject that has been gaining weight in recent years Multiple studies emphasize their influence on the academic performance of the students, as well as in their future academic trajectory [5]. Mathematical Anxiety usually influences negatively on the academic results and tends to be higher in female students rather than in male ones [4]. This result is replicated in multiple studies, being one of the most recent the PISA 2012 report [9], where this gap exists even in countries where math performance in female students equals to the male ones

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