Abstract
The recent concern over declining mathematics achievement test scores has drawn attention to mathematics anxiety. One possible cause of the development of mathematics anxiety is cognitive learning style. The authors investigated the association of field dependent/independent cognitive style with mathematics anxiety. A three-way analysis of variance (cognitive style by achievement level by sex) was performed on math anxiety scores of 481 secondary students. Findings indicated that field dependent learners experienced more mathematics anxiety than did field independent learners. Interactions between sex and cognitive style and between achievement level and cognitive style also were significant. Implications for instruction and for future research are discussed.
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