Abstract
This study focused on the incidence, correlates, and effects of mathematics anxiety among Japanese children. A translation of the Mathematics Anxiety Rating Scale for Elementary School Students (MARS-E) was completed by 154 fifth- and sixth-grade students. Factor analysis identified four dimensions of math anxiety, and factor scores were computed. Measures of correlation revealed a number of significant relationships between MARS-E scores and classroom achievement grades, gender, and class. Comparison of mean factor scores for each dimension and the three independent variables revealed significant differences among low, middle, and high achievers. Findings are compared with those of a study of American children, and methodological issues are discussed.
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