Marketing Students’ Mathematics Performance: The Mediating Role of Math Anxiety on Math Self-Concept and Math Self-Efficacy

Abstract

Past empirical studies show that marketing undergraduates, in general, perform poorly in quantitativebased activities. However, numerical skills involving solving and analyzing numerical information is a skill set in high demand among business organizations. Unfortunately, students continue to struggle with high levels of math anxiety affecting their math self-concept and math self-efficacy. Structural equation model analysis is used to examine relationships among the constructs. Results confirm that math anxiety has a significant negative impact on both math self-concept and math self-efficacy, which in turn has positive impacts on math performance. Math self-concept and math self-efficacy also provide effective mediations to students’ math performances. To impact the longitudinal implications of quantitative literacy for marketing majors, a more holistic view is needed that simultaneously addresses approaches that reduce math anxiety, increase math self-concept, increase math self-efficacy, and result in greater levels of math performance.