Abstract
Using a sample of 4th and 5th graders, this study investigated whether students’ mathematics anxiety differed significantly according to a group of variables. A total of 249 students participated in the study. “The Mathematics Anxiety Scale for Elementary School Students” and “The Personal Information Form” were used for data collection. Independent samples t-tests, Oneway Anova and Schefee test were used to analyze the data. Results showed that students’ mathematics anxiety differed significantly according to gender, whether they liked mathematics class or not, whether they liked their mathematics teachers or not and the achievement level in mathematics. Female students reported significantly higher mathematics anxiety than males. Students who liked mathematics class and those who liked their mathematics teachers had lower anxiety. Students with higher achievement in mathematics reported lower degrees of mathematics anxiety. However, results did not show any significant difference in students’ mathematics anxiety with respect to their grade level and gender-stereotypes about success in mathematics.
Highlights
Using a sample of 4th and 5th graders, this study investigated whether students’ mathematics anxiety differed significantly according to a group of variables
Such perception is in part, due to the nature of math. It has to do with preconceived notions about mathematics (Umay, 1996) and the anxiety individuals have for mathematics (Yüksel-Şahin, 2004)
Richardson and Suinn view it as feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations
Summary
Using a sample of 4th and 5th graders, this study investigated whether students’ mathematics anxiety differed significantly according to a group of variables. Personality, self-concept, self-esteem, learning style, parental attitudes, high expectation of parents, negative attitudes toward mathematics, avoidance of math, teachers’ attitudes, ineffective teaching styles, negative school experiences and low degree of achievement in mathematics are among the concepts and constructs related to mathematics anxiety (Bursal & Paznokas, 2006; Cook, 1998; Hadfield & McNeil, 1994; Hopko et al, 2003; Ma & Xu, 2004; Norwood, 1994; Reynolds, 2001; Thomas & Furner, 1997; Williams, 1994; Woodard, 2004). The vicious cycle of anxiety, failure and anxiety is perpetuated
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