A multivariate investigation of the differences in mathematics anxiety

Balogˇlu, Mustafa; Koçak, Recep

doi:10.1016/j.paid.2005.10.009

Cited by 145 publications

(118 citation statements)

References 27 publications

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“…Unequal age groups in this current study's sample (80-100% of participants being under 30) may have masked significant findings. Baloğlu & Koçak (2006), who included much larger percentages of >30 participants, did find significant effects of age on performance.…”

Section: Discussionmentioning

confidence: 78%

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Predictors of numeracy performance in undergraduate psychology, nursing and medical students

Thompson

Wylie

Mulhern

et al. 2015

Learning and Individual Differences

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Section: Discussionmentioning

confidence: 78%

“…Likewise, age appears to impact maths anxiety to some degree (e.g. Baloğlu & Koçak, 2006), with older university students having stronger levels of anxiety about exams and their numeracy-based course than younger students, but having less anxiety regarding the numerical tasks themselves.…”

Section: Mathematics Anxietymentioning

confidence: 99%

Predictors of numeracy performance in undergraduate psychology, nursing and medical students

Thompson

Wylie

Mulhern

et al. 2015

Learning and Individual Differences

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“…For instance, Ramirez, Gunderson, Levine, & Beilock (2013) found a negative relation between mathematics anxiety and mathematics achievement for children who were higher but not lower in working memory for a sample of second-grade children; the higher levels of mathematics anxiety contributed to lower gains in children's mathematical applications, but only for children with higher levels of visual-spatial working memory in case of second and third grade students (Vukovic, Kieffer, Bailey, & Harari, 2013). And, if necessary actions are not taken to alleviate mathematics anxiety of students at the elementary and secondary grades, the negative impacts of mathematics anxiety on mathematics performance continue in the adulthood (Capraro, Capraro & Henson, 2001;Miller & Bichsel 2004;Baloğlu & Koçak, 2006;and Ramirez, Gunderson, Levine, & Beilock, 2013).…”

Section: Introductionmentioning

confidence: 99%

Alleviating Mathematics Anxiety of Elementary School Students: A Situated Perspective

Sharma¹

2016

IJRES

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The present study investigates the effects of the situated learning and effortful control on mathematics anxiety of school students. Participants were 99 seventh graders who studied in two schools. Students in one of these were given instruction through the situated learning model, and the students of other school were treated as a control group. Existing instruments, namely, Mathematics Anxiety Scale by Sharma and Sansanwal (2011) and Effortful Control Scale by Lonigan and Phillips (2001) were used to measure mathematics anxiety and effortful control. Data were analyzed by using 2 × 2 factorial design analysis of covariance. Results indicated that after the experiment students who were exposed to the situated learning model had significantly less mathematics anxiety than their counterparts who were in the control group with effect size .35. The implications of the study are discussed.

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“…Additionally, teachers and parents often impose their personal views and feelings related to the subject, including the negative ones; as a result, they may unintentionally pass these negative beliefs to the students, which may cause or increase mathematics anxiety (MA) (BALOĞLU; KOÇAK, 2006;BEKDEMIR, 2007;BUHLMAN;YOUNG, 1982;MCNEIL, 1994;ROSSNAN, 2006). Therefore, MA is a very common problem among college and university students (MALINSKY; ROSS; PANNELLS; MCJUNKIN, 2006).…”

Section: Introductionmentioning

confidence: 99%

Do pre-service elementary school teachers still have mathematics anxiety? Some factors and correlates

Çatlıoğlu

Gürbüz

Birgin

2014

Bolema

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This study aims to provide new evidence from Turkish pre-service elementary school (PES) teachers and to identify some correlations and factors associated with mathematics anxiety (MA). 480 Turkish PES teachers participated in this study. Data was collected using a Personal Information Form, Mathematics Anxiety Scale, and Mathematics Attitude Scale. Data was analyzed using the SPSS 17.0 statistics program. It was revealed that the MA level of the participants was low, and the difference based on gender was not significant. Cross-sectional comparison indicated that freshmen were more inclined to have MA than the seniors. Based on self-reported perceptions, we found that there were significant differences related to mathematics. There was a tendency for participants with negative attitudes towards mathematics and low achievers to possess higher levels of MA. It was also found that there was a significant correlation among mathematics anxiety, mathematics achievement, and mathematics attitudes. This study will provide some guidance for the revision of course requirements and teaching strategies, and promotes collaboration between mathematics educators and counselors.Keywords: Mathematics anxiety. Pre-service elementary school teacher. Mathematics attitudes. Gender. Achievement. ResumoO artigo pretende investigar, no contexto da Turquia, fatores associados à ansiedade em relação à Matemática, tendo como sujeitos futuros professores da escola elementar. Quatrocentos e oitenta sujeitos compuseram a amostragem da pesquisa, cujos dados foram coletados por meio de questionários, organizados usando escalas que levaram em conta tanto a ansiedade quanto a atitude de cada sujeito em relação à Matemática e analisados usando o programa estatístico SPSS 17.0. Observou-se que o nível de ansiedade dos professores é baixo e que a diferença entre os gêneros não é significativa. Uma análise cruzada revelou que a ansiedade dos futuros professores em início de formação são mais inclinados à ansiedade que aqueles ao final do curso. A partir de relatos dos próprios participantes, foram detectadas diferenças significativas, entre eles, no que diz respeito à Matemática e a existência de uma correlação entre a ansiedade, atitudes e resultados obtidos pelos estudantes. Os

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A multivariate investigation of the differences in mathematics anxiety

Cited by 145 publications

References 27 publications

Predictors of numeracy performance in undergraduate psychology, nursing and medical students

Predictors of numeracy performance in undergraduate psychology, nursing and medical students

Alleviating Mathematics Anxiety of Elementary School Students: A Situated Perspective

Do pre-service elementary school teachers still have mathematics anxiety? Some factors and correlates

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