Development of the Revised form of the Coping with Mathematics Scale

Ader, Engin; Erktin, Emine

doi:10.1016/j.sbspro.2012.06.766

Cited by 2 publications

(4 citation statements)

References 18 publications

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“…The majority of the respondents of the STEM-related academic programs likewise experienced difficulties with U2, D1, C1 and L2; while the majority of the students in the non-STEM related academic programs experienced difficulties in U1, D1, C1 and L2. On the other hand, commonly utilized coping strategies are problem-focused strategies, which reinforces the findings of Carver et al, (1999); Folkman & Lazarus, 1980, Ghan, (2011; Ader & Erktin, (2012); Lazarus (1993).…”

Section: Discussionsupporting

confidence: 76%

“…Problem-focused coping tends to predominate, when people feel that something constructive ought to be done, whereas emotion-focused coping tends to predominate, when people feel that the stressor is something that must simply be endured (Carver, et al, 1999;Folkman & Lazarus, 1980;Ghana, 2011). Due to their action-orientation, problem-focused coping strategies are more highly valued in Western societies (Ader & Erktin, 2012;Lazarus, 1993).…”

Section: Students' Coping Strategiesmentioning

confidence: 99%

“…Coping with strategy preferences of the individual depend on the area in which he or she experiences the difficulty. One study maintained that problem-focused strategies are most preferred by students in the Western societies (Ader & Erktin, 2012;Lazarus, 1993). A study by Rioveros (2013) revealed otherwise.…”

Section: Introductionmentioning

confidence: 99%

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Students’ Problem-solving Difficulties and Coping Strategies in Mathematics: A Model- Building Study

Vidad

Quimbo

2021

IJLTER

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A number of research projects in educational assessment reveal that students struggle when it comes to accomplishing problem-solving tasks in Mathematics. Such a struggle is primarily due to the complexities of problem-solving. Students deal with these struggles by employing mechanisms that could be classified into either problem-focused or emotion-focused coping strategies. The study was implemented through a design-research approach by using a model-building framework with four stages: 1) analysis; 2) development; 3) implementation/validation; and 4) evaluation. The models with the two variables were also linked to the student’s sexual orientation and academic programs. Through descriptive statistical measures, such as frequency count and percentages, difficulties were enumerated through the administration of a problem- solving test. It should be noted, however, that a respondent may have at least one difficulty in the different phases of problem-solving. Two hundred and ninety-seven of the 425 college respondents were involved in the model-development stage. The majority of both males and females experienced the same difficulty/ies in all the phases, namely; the inability to distinguish the known from the unknown information (U1), the inability to transform a problem into a mathematical equation (D1), the inability to completely perform the working procedure systematically and accurately (C1), and the inability to start the evaluation of the correctness of the obtained solution (L2). The majority of the respondents of both the STEM-related and non-STEM-related academic programs experienced the same difficulties, namely: D1, C1 and L2 in the DP, CP and the LB problem-solving phases, respectively. In the UP phase, however, the majority of the respondents in the STEM-related academic programs experienced U2, and U1 for the non-STEM-related academic programs. Moreover, 43 acts of coping were elicited from the respondents through a coping-strategy questionnaire, 32 of which were classified as problem-focused, whereas 11 were categorized as emotion-focused. Both sexes utilized the coping strategies: UP2, DP8 and CP7 in the phases of UP, DP and CP respectively. In the LB phase, LB3 was utilized by the males and LB1 was utilized by the females. The majority of the respondents of the STEM-related academic programs preferred UP2, DP8, CP7 and LB1 coping strategies, while UP2, DP8, CP7 and LB3 opted for the non-STEM related academic program respondents. The identified relationships between and among the variables brought forth two models namely: Coping Strategy by Sex by Phase, and Coping Strategy by Academic Program by Phase. Purposive sampling factors, like the availability of the respondents and the matching of coping strategies, as presented in the models developed were taken into consideration in evaluating the effectivity of the models. From the sampled respondents in the validation group, where the frequency of their pre-identified difficulties had either decreased or were totally resolved. The study concludes that the models have the ability to address the difficulties of the students in their problem-solving encounters through their coping strategies. Therefore, this study recommends that teachers should provide students with problem-solving tasks that focus on the phases in which they struggle. Additionally, this study encourages teachers to allow their students to apply their most-preferred coping strategies, so that they could perform better in Mathematics problem-solving.

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Section: Discussionsupporting

confidence: 76%

Section: Students' Coping Strategiesmentioning

confidence: 99%

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Students’ Problem-solving Difficulties and Coping Strategies in Mathematics: A Model- Building Study

Vidad

Quimbo

2021

IJLTER

View full text Add to dashboard Cite

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“…The CMS-SV includes 18 Likert-type items under there sub-scales (i.e., "Coping focused on solving the problem, Coping with reference to others, and Non-productive coping") (Ader & Erktin, 2012). The CMS-SV was prepared to evaluate the coping strategies of individuals when faced with difficulties in mathematics based on the adolescent coping model of Frydenberg and Lewis (1993).…”

Section: Coping With Mathematics Scale-short Version (Cms-sv)mentioning

confidence: 99%

Multi-group analysis of the effects of coping with mathematics on math anxiety and achievement

Çiftçi¹,

Karadağ²

2021

Istraživanja u pedagogiji

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The aim of this study was to investigate the effects of the strategy of coping with mathematics on math anxiety and achievement. From the population of teacher candidates in Turkey, a total of 255 students from one state university were recruited through a combination of convenience and purposive sampling and willingness to participate in the present study. Data were collected from the participants using Mathematics Anxiety Rating Scale-Short Version (MARS-SV) and Coping with Mathematics Scale-Short Version (CMS-SV). MANOVA results showed differences on the levels of math anxiety depending on the participants' coping strategies. For example; Those using the coping focused on solving the problem strategy were less anxious in mathematics. In addition, women experienced more mathematics test anxiety than men. Finally, a negative significant correlation was found between mathematics course anxiety and calculation anxiety and GPA score.

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Development of the Revised form of the Coping with Mathematics Scale

Cited by 2 publications

References 18 publications

Students’ Problem-solving Difficulties and Coping Strategies in Mathematics: A Model- Building Study

Students’ Problem-solving Difficulties and Coping Strategies in Mathematics: A Model- Building Study

Multi-group analysis of the effects of coping with mathematics on math anxiety and achievement

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