Levels Of Math Anxiety Research Articles

Math anxiety mediates the association between gender and STEM-related attitudes: Evidence from a large-scale study.

Math anxiety (MA) is a prevalent academic anxiety that can affect student mental health and academic performance worldwide. Using a very large sample of students in grades 7 to 10 (N=7172) in Qatar, the present study examined the associations among gender, math anxiety, and attitudes towards Science, Technology, Engineering, and Mathematics (STEM). In addition, the factorial structure of the "Student Attitudes towards STEM Survey" (STEM-S) was examined. The results confirmed the three-factor structure of the STEM-S, with good-to-excellent reliabilities. Females exhibited higher levels of math anxiety and more negative attitudes towards the STEM domains than males across all grade groups. In addition, strong negative correlations were found between math anxiety and STEM-related attitudes. Multiple linear regression analysis revealed negative associations between math anxiety and attitudes towards STEM when gender was partialized out. In stark contrast, there were close to zero associations between gender and STEM-related attitudes when math anxiety was partialized out. Consistently, structure equation modelling reported that math anxiety mediated the associations between gender and STEM-related attitudes. Therefore, providing psychological interventions for high math-anxious female students may improve their representation in STEM-related education and occupations.

Exploring the Impact of Player Traits on the Leaderboard Experience in a Digital Maths Game

Digital Game-Based Learning (DGBL) uses digital games to enhance engagement and learning, but its efficacy is linked to game features. Leaderboards are a commonly used feature to increase motivation through competition, improving engagement and learning outcomes. However, infinite leaderboards, displaying all players in an ordered ranking based on their scores, can demotivate players depending on their performance and characteristics. This study investigated primary school students’ experience with an infinite leaderboard during a digital maths game intervention. 1389 Irish students participated in a 6-week programme with the game ‘Seven Spells,’ which featured an infinite leaderboard. Player traits and opinions about the game and its leaderboard were gathered via questionnaires and surveys. Leaderboard enjoyment was influenced by players’ position on the leaderboard and maths anxiety levels. Maths anxious players disliked the leaderboard more than non-anxious players, even after controlling for their position on the leaderboard. How much players liked to play against each other was also found to be a significant factor predicting the enjoyment of the leaderboard. There was also a small correlation between leaderboard enjoyment and overall game enjoyment. These insights exemplify players’ characteristics that should be considered when incorporating infinite leaderboards into maths games to avoid negative impacts on gaming experiences.

Associations among parents' math anxiety, math-related leisure activities, children's early numeracy interest and skills

Parents play a pivotal role in early numeracy development. It however remains unknown whether parents' math anxiety and math-related leisure activities concurrently contribute to children's early numeracy skills through numeracy interest. This study thus fills this research gap. One hundred eighty kindergarteners were tested on their numeracy skills; their parents were surveyed about their math anxiety, frequency of math-related leisure activities, and their children's numeracy interest. Using structural equation modeling, we found that, after controlling the effects of children's gender, age and family income on numeracy skills, parents' math anxiety had direct negative links with both numeracy interest and skills, but no mediation was found. Parents' math-related leisure activities were positively associated with numeracy skills via numeracy interest. These findings indicate that additional numeracy support may be provided to children with parents who show high levels of math anxiety and a relative little participation in math-related leisure activities. Educational relevance and implications statementThis study demonstrated that parents' math anxiety was negatively associated with their young children's numeracy interest and skills, respectively. Additionally, their frequency of participation in math-related leisure activities was positively associated with their young children's numeracy skills through numeracy interest. Thus, results suggest that parents' negative attitudes towards math may exert impacts on their young children through the home math environment they create. These findings imply that early childhood educators may provide extra support to parents showing high math anxiety or low participation in math-related leisure activities. Parents should also be reminded not to promote young children's numeracy skills at the expense of their numeracy interest.

The Correlation Between Math Anxiety Level and Numeracy Skills of Fifth-Grade Students

This study aims to determine the correlation of math anxiety to numeracy skills. The sample in this study was one class, namely class V at 5 Elementary School Selong with a total of 27 people. The research design used is correlational with quantitative research type. The results of the validity and reliability tests stated that there were 17 valid and highly reliable math anxiety questionnaire statement items and there were 20 valid and reliable numeracy test items. To analyze the data, researchers used the Person Product Moment correlation which previously conducted a normality test manually with the help of excel using the Saphiro Wilk formula. Based on data analysis, the calculation of the variable relationship is -0.40. This means that math anxiety with numeracy skills is a negative correlation. Based on the interpretation of the correlation coefficient, the relationship between the two variables is in the moderate category. The amount of contribution of math anxiety variables to numeracy skills is 16% and 84% is determined by other variables. After that, the significance test is carried out with the T-test, then seen from the hypothesis testing criteria, namely obtained tcount = -2.17 while ttable (5%) = 2.06. From the calculation results, it can be seen that the result of tcount = -2.17 < ttable = -2.06. This shows that H0 is rejected and H1 is accepted. So it is concluded that "there is a significant correlation between math anxiety level and students' numeracy skills"

Error-based Activity Applications in Sixth Grade Fraction Teaching

This study aims to determine how the error-based activity (EBA) applications used in teaching fractions to sixth-grade students affect the academic achievement of the students, the perceived error climate in the classroom, student math anxiety levels, the permanence of the knowledge, and student views on the EBA applications. In the quantitative part of this research, a mixed-method study, a quasi-experimental design with a pretest-posttest control group was used to examine the effects of EBA applications on math achievement, math anxiety levels, classroom error climate, and permanence. A purposive sampling method was used to collect the quantitative data for the study. In the qualitative part of this research, a case study, semi-structured interviews were conducted with nine volunteers from the experimental group to determine the student views of EBA practices. Analyzing the data obtained showed that EBA had a positive effect on student success, positively affected the perceived error climate in the classroom, and effectively reduced student math anxiety levels and made the knowledge permanent. Apart from this, the results indicated that EBA applications positively affect students in terms of cognitive and affective aspects, increase the quality of teaching, and can be effective in different subjects and courses.

What pupil size can and cannot tell about math anxiety

Math Anxiety (MA) consists of excessive fear and worry about math-related situations. It represents a major barrier to numerical competence and the pursuit of STEM careers. Yet, we currently do not dispose of many tools that can capture its multifaceted nature, e.g. moving beyond the exclusive reliance on self-reports and meta-cognition. Here we sought to probe Pupil Size (PS) as a viable tool in the study of MA by administering arithmetic problems to university students in the humanities (N = 70) with various levels of MA. We found that arithmetic competence and performance are indeed negatively associated with MA, and this is accurately tracked by PS. When performance is accounted for, MA does not further modulate PS (before, during, or after calculation). However, the latency of PS peak dilation can add a significant contribution to predicting MA scores, indicating that high MA may be accompanied by more prolonged cognitive effort. Results show that MA and mathematical competence may be too crystalized in young university students to be discernible. We therefore call for early educational interventions to tackle and mitigate this dysfunctional association early on.

Examining the efficacy of inoculation and value‐affirmation interventions in improving precandidate reactions among prospective military recruits

AbstractThis study engaged 4848 first‐time, English‐speaking prospective Canadian Armed Forces applicants to evaluate pre‐application interventions' efficacy on the Practice Canadian Forces Aptitude Test (PCFAT). Using a five‐level between‐subjects design, participants were randomly assigned to one of the following intervention conditions: inoculation message, value‐affirmation message, a combination of both, placebo writing intervention, or a no‐intervention control group. The interventions were anchored in inoculation theory and value‐affirmation theory and aimed to reduce math anxiety and close the gender gap in test performance. Contrary to expectations, the interventions did not significantly reduce math anxiety or improve problem‐solving performance. Consistent with the literature, a negative relationship was found between levels of math anxiety and problem‐solving scores, and men outscored women in problem‐solving across all conditions. Despite these outcomes, the study lays a foundation for future research on enhancing pre‐applicant experiences in an increasingly competitive labor market. Implications and future directions are discussed.

Math anxiety effects on consumer purchase decisions: the role of framing

AbstractMathematics anxiety, an emotional state resulting in negative responses to math problems and numerical information, has been extensively studied in educational psychology. Research on the impact of math anxiety on consumer purchase decisions, however, is still in its nascent stages. This paper examines the interaction between math anxiety and different promotion framing formats on consumers’ perceived savings, price acceptability, and purchase decisions. Across two studies, we demonstrate that consumers with varying levels of math anxiety respond differently to various promotion frames: a gain versus a reduced loss and a single discount versus multiple discounts. We further show that consumers with insufficient math ability may experience negative affect and heighten math anxiety, particularly when faced with numerical and arithmetic tasks commonly encountered while shopping.

초등학교 1학년 학생의 수학 불안 종단 연구

Objectives The purpose of the study in to investigate the state of math-anxiety in first-grade elementary school students and the causes. Methods I conducted a longitudinal study on math-anxiety on 380 first-grade elementary school students from March 2022 to February 2024. Students' level of math-anxiety was investigated three times using the math-anxiety survey items, and the cause of math-anxiety was confirmed through follow-up interviews. Results Most first grade elementary school students who participated in this study had no or low math-anxiety, but there were a small number of students with high math-anxiety. In particular, math-anxiety was highest at the beginning of first grade. Students most frequently cited concerns about failing in mathematics learning as a cause of fear. Conclusions The finding that math-anxiety is highest at the beginning of first grade suggests that students feel more anxious when faced with math tasks they find difficult before they have adapted to new mathematics learning situations. The results of this study are expected to help understand math -anxiety in elementary school students and develop teaching methods to prevent math-anxiety in students.

The relationship between math anxiety and educational motivation: the mediating role of school belongingness

ABSTRACT This study investigated the relationship between math anxiety and academic motivation and the mediating role of school belongingness. For data collection, 447 students (boys = 247) were selected using convenience sampling and administered the School Belonging, Educational Motivation, and Mathematics Anxiety Scale. The results showed that school belongingness is negatively correlated with academic motivation; moreover, after controlling gender and age, math anxiety and school belonging predicted academic motivation. In addition, this study found that male students had lower levels of math anxiety than female students, while there were no differences in learning motivation and sense of school belonging between male and female students. The results also showed that age is negatively correlated with academic motivation. However, there was no significant correlation between age and gender and other variables.

Math anxiety in Peruvian students of regular basic education: A Descriptive Study

Introduction: math anxiety among secondary school students is a widely studied and recognized phenomenon in the educational community. This emotional disorder can hinder learning and affect students' emotional well-being. Objective: to describe the level of math anxiety in a sample of Peruvian regular basic education students. Methods: quantitative, non-experimental, and cross-sectional descriptive study. The sample consisted of 150 students of both sexes who were administered the Mathematics Anxiety Questionnaire, an instrument with adequate metric properties. Descriptive statistics were used for analysis. Results: the level of math anxiety for 63,3 % of students was moderate, for 26,7 % it was low, for 6 % it was high, for 3,3 % it was very low, and for 0,7 % it was very high. When evaluating the dimensions of attitudes, emotions, and beliefs, it was found that they were also predominantly rated at the moderate level. This means that the majority of students occasionally feel concern, nervousness, or tension when facing situations related to mathematics in the classroom. Conclusions: the level of math anxiety experienced by the majority of Peruvian regular basic education students is moderate. Therefore, it is suggested to implement emotional support programs that provide tools for managing anxiety, as well as teacher training to identify and support students so they can effectively cope with it.

Student's anxiety level towards mathematics: Basis for intervention program

This study, entitled Students’ Anxiety Level Towards Mathematics: Basis for Intervention Program, investigated Math anxiety among Liceo de Pagsanjan students via pre-interviews with teachers and students, utilizing random sampling of Grade 10 sections. The respondents of the study were composed of sixty-eight (68) Grade 10 students at Liceo de Pagsanjan. A quantitative method with online questionnaires was employed, analyzing data using Pearson r correlation and Chi-Squared correlation analysis to measure the anxiety level of the grade 10 students towards Mathematics. As the responses from the online questionnaires were converted into data, the mean, Pearson r, and chi-squared correlation analysis were used for statistical treatment. Significant links were found between students' experiences and Math anxiety, emphasizing the need for comprehensive support networks. This suggests that students' experiences have an impact on their anxiety levels about the subject. The significant relationship between experiences at home, school, and among peers underscores the need for comprehensive support networks. The "Math Anxiety Termination Program" (MATP) was proposed to address issues. However, Chi-Squared analysis showed no significant correlation between demographic factors and Math anxiety levels. Recommendations include tailored interventions and enhancing communication in a supportive environment. In light of the findings and conclusion, some recommendations, such as building upon the findings of this study and developing their own action plan or intervention program tailored to addressing math anxiety and making programs aimed at enhancing student communication and empathy, can also be adopted, creating a supportive environment where individuals feel heard and valued for their perspectives.

Math Anxiety and Development of an Instructional Material to Improve Performance in Mathematics

In the quest to improve mathematics proficiency, it is worthwhile to emphasize not only enhancing instructional strategies but also developing a positive attitude towards mathematics. One of the things that hinder students’ performance is math anxiety, which interferes with cognitive and learning processes. This research determined the level and causes of math anxiety among students and developed an instructional material to improve their performance in mathematics. The study is an educational design research (EDR). Data on the levels of math anxiety were gathered from 307 Mathematics students, and the causes were examined through focus group discussions with 50 students and 4 mathematics specialists. Using this data, an instructional material was developed and pilot implemented in a mathematics class of forty- two (42) students. Findings revealed that 80.13% of the student- respondents had Average to High Math Anxiety. The causes of math anxiety were mainly negative experiences such as past failures, pressure to find the correct answers, embarrassment in front of peers, and strict teachers. Instructional materials that reduce math anxiety are easy to understand, contain varied activities, and incorporate additional online resources. Analysis of paired samples t-test conducted using SPSS resulted to a t-value of -12.513 and a p-value of 0.000, revealing that the instructional material significantly lowered math anxiety and improved the student’s performance in mathematics. It is recommended that universities expand guidance and counseling services to recognize math anxiety as an integral factor in students’ mental health and conduct a review of the mathematics instructional materials to evaluate their adequacy in lowering the math anxiety.

How do Math Anxiety and Self-Confidence Affect Mathematical Problem Solving?

Problem-solving performance requires both cognitive and affective aspects related to math anxiety and self-confidence. This study aims to determine the effect of math anxiety and self-confidence on geometry problem-solving skills and then explore students' geometry problem-solving based on their level of math anxiety and self-confidence. This study utilized a mixed-methods approach with a sequential explanatory design and involved 106 students. The quantitative portion of the study employed a multiple linear regression test to examine the influence of math anxiety and self-confidence on problem solving. Furthermore, qualitative research was done to thoroughly examine the effect through in-depth interviews. The results demonstrate that math anxiety and self-confidence influenced geometry problem-solving (R = 0.476; p = 0.000) and contributed 22.6% based on the value of R-square. Furthermore, the present study also found differences in the performance of a subject with low math anxiety and high self-confidence and a subject with high math anxiety and low self-confidence.

Effect of preschool teacher's math anxiety on teaching efficacy and classroom engagement in math

AbstractIncreasing number of studies have revealed that teacher's math anxiety is related to the use of less effective pedagogical practices, which can lead to reduced math achievement among elementary school students. Children's math experience begins before formal schooling. However, there is limited information about the effect of preschool teachers' math anxiety on math‐related activities. In the current study, 209 in‐service preschool teachers were recruited to explore the relationship between math anxiety and their involvement in math activities within the classroom. Our findings showed that preschool teachers with high levels of math anxiety reported feeling less comfortable teaching math, leading to reduced engagement in math‐related activities and decreased interactions with their students. Building upon these insights, potential strategies are proposed to mitigate adverse effects of math anxiety among preschool teachers and cultivate a more positive learning environment for children.

The contribution of children’s effortful control to math performance is partially mediated by math anxiety

This study aimed to ascertain the contribution of children’s effortful control (EC) to math achievement by testing the mediational involvement of math anxiety. Participants were 704 children (367 girls) aged between 7 and 12 years (M = 9.43, SD = 1.23). Children’s EC was measured by parent’s report, math anxiety was assessed through self-report, whereas math achievement was evaluated by performance on standard math tests. The models tested involved EC higher-order factor or specific EC components (activation control, attentional focusing, and inhibitory control). The results showed that activation control, attentional focusing, and EC higher-order factor contributed to math performance directly and through the mediation of math anxiety. Inhibitory control did not yield a significant effect on math performance. The findings suggest that children with higher dispositional effortful self-regulation tend to experience lower levels of math anxiety, with positive effects on math performance.

A large-scale study on the prevalence of math anxiety in Qatar.

Math anxiety (MA) is a worldwide appearing academic anxiety that can affect student mental health and deter students from math and science-related career choices. Using the Arabic version of the Modified-Abbreviated Math Anxiety Scale (m-AMAS), the prevalence of MA was investigated in a very large sample of students (N = 10093) from grades 7 to 12 in Qatar. The results showed a better fit to the original two-factor model of the m-AMAS (learning MA and Evaluation MA) than to a single-factor solution. This two-factor model was also confirmed in each grade. Notably, the distribution of MA scores was right-skewed, especially for learning MA. Using the inter-quartiles ranges, norms for MA were provided: A score of ≤16 indicates low MA whereas a score of ≥30 identifies high MA. Previous studies conducted in Western countries defined high math-anxious students as those who score above the 90th percentile corresponding to a score of 30 on the m-AMAS. Using this cut-off criterion, the current study found that one-fifth of students in Qatar were highly math-anxious, with a higher proportion of females than males. We also calculated the percentage of participants selecting each response category for each questionnaire item. Results showed that attending a long math class was the context that elicited the highest levels of learning MA. In contrast, having an unexpected math test was the situation that triggered the highest levels of evaluation MA. The prevalence of MA might vary across different cultures.

Mathematics Anxiety’s Impact on Grade 11 General Mathematics Performance

This study investigates the relationship between math anxiety levels and the academic performance of Grade 11 students in General Mathematics. Utilizing a descriptive-correlational design, the research aims to delineate the profile of respondents concerning their math anxiety levels and academic performance. The sample comprised forty-nine Grade 11 students. The primary research instrument was Ellen Freedman’s standardized Self-Test for Math Anxiety. Findings indicate that the respondents exhibited moderate levels of math anxiety and their academic performance in General Mathematics was generally satisfactory. Notably, a significant relationship was found between math anxiety and the respondent's sex. Additionally, the study revealed a negative correlation between math anxiety and academic performance, indicating that higher levels of math anxiety are associated with poorer academic performance in General Mathematics, and conversely, lower levels of math anxiety correlate with better academic performance. The study concludes with recommendations for educational practice and suggestions for future research directions.

Factors Influencing Mathematics Anxiety and Mathematics Performance: A Scoping Review towards Learning Optimization Directives

This scoping review determined the factors contributing to the mathematics anxiety and its effect on the mathematics performance among Filipino high school students. This aimed to describe the extent and nature of the literature on math anxiety and math performance, and to identify gaps to guide future directions in Math teaching and learning optimization in the Philippines. The keywords used to search existing evidence on Google Scholar, PubMed, Scopus, Semantic Scholar, Crossref, and Web of Science databases were mathematics anxiety, mathematics performance, factors, high school, and Philippines. A review of 13 out of 950 published studies in indexed journals from 2014 to 2024, in the English language, were selected for this scoping review using the Joanna Briggs Institute guidelines. Of the 13 included studies, a number of studies were published between 2014-2019 (n=5, 38%) and 2020-2024 (n=8, 62%). There were 10 (77%) quantitative, 1 (8%) qualitative article, and 2 (15%) mixed methods, with sample sizes ranging from 8 to 379. It is concluded that there is an inverse relationship between Math anxiety and Math performance – the higher the math anxiety level, the poorer the math performance. Furthermore, there are multidimensional factors contributing to Math Anxiety and Performance including student factors, teacher factors, home environment and relationship, Learning environment, subject factors, cultural orientation, and Peer factor. Identifying the most common contributory factors is crucial in developing targeted interventions. An evidence-based dedicated learning optimization plan is needed to provide information that will guide the teachers for Math performance enhancements.

Math anxiety and math motivation in online learning during stress: The role of fearful and avoidance temperament and implications for STEM education

Students’ math motivation can predict engagement, achievement, and career interest in science, technology, engineering, and mathematics (STEM). However, it is not well understood how personality traits and math anxiety may be linked to different types or qualities of math motivation, particularly during high-stress times such as the COVID-19 pandemic. In this study, we examined how fearful or avoidant temperaments contribute to math anxiety and math motivations for college students during the COVID-19 pandemic. Ninety-six undergraduate students from a large public university were assessed on temperamental fear, math anxiety, and math motivation in an online math course. Results showed that higher levels of temperamental fear are directly linked to higher levels of math anxiety. In addition, temperamental fear is indirectly linked to higher levels of autonomous motivation (i.e., intrinsic motivation and identified regulation) and lower levels of controlled motivation (i.e., external regulation) through math anxiety. Results have implications for helping students at high risk for both high math anxiety and for low motivation to engage in math learning.