Gender Differences in Mathematics Anxiety Across Cultures: A Univariate Analysis of Variance Among Samples from Twelve Countries

Sarfo, Jacob Owusu; Garcı́a-Santillán, Arturo; Adusei, Henry; Molchanova, Violetta S.; Друшляк, Марина Григорівна; Семеніхіна, Олена Володимирівна; Donyeh, Philip Soyiri; Zand, Somayeh; Najafi, Reza; Enea, Violeta; Malik, Sadia; Ashraf, Farzana; Malik, Najma Iqbal; Ansah, Edward Wilson; Wongcharee, Hattaphan; Egara, F. O.; Tipandjan, Arun; Cudjoe, Josephine; Azam, Uzma; Hassan, Mohammed Salah; Helmy, Mai; Vally, Zahir

doi:10.13187/ejced.2020.4.878

Cited by 8 publications

(4 citation statements)

References 19 publications

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“…Temuan ini berbeda dengan temuan pada penelitian sebelumnya yang menyatakan bahwa perbedaan gender dapat memengaruhi math anxiety dan self efficacy siswa (Budiarti et al, 2022). Perbedaan hasil temuan ini dapat disebabkan oleh bebera hal, diantaranya: 1) hasil temuan tidak bersifat universal sebab pengalaman masa kanakkanak tiap siswa berbeda, dan hal ini akan mempengaruhi kecemasan yang dialami tiap siswa juga akan berbeda, sehingga perbedaan gender tidak dapat menjadi faktor satusatunya yang dapat memberikan efek sepenuhnya terhadap math anxiety maupun self efficacy siswa (Devine et al, 2012); 2) Perbedaan gender dalam math anxiety dapat menghilang ketika latar belakang matematika diperhitungkan, artinya seberapa sering siswa tersebut berinteraksi dengan matematika maka akan mempengaruh tingkat self efficacy dan math anxiety siswa tanpa memandang gender; 3) Dampak gender terhadap math anxiety merupakan fenomena lintas budaya, dimana hasil tingkat math anxiety siswa di suatu wilayah bisa jadi berbeda sesuai dengan lingkungan psikososial yang ada (Sarfo et al, 2020).…”

Section: Grafik 2 Persentase Proporsi Aspek Math Anxietyunclassified

Analisis Gender terhadap Self Efficacy dan Math Anxiety Siswa Sekolah Dasar

Yuliati,

Zahrah

2023

Cognitive JG

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Tujuan dari penelitian ini yaitu untuk mengetahui perbedaan gender terhadap math anxiety dan self efficacy siswa sekolah di SDN Barurambat Kota 1 Pamekasan. Jenis penelitian ini adalah penelitian kausal komparatif. Populasi penelitian ini yaitu siswa kelas VI SDN Barurambat Kota 1 Pamekasan, yang kemudian diperoleh jumlah sampel sebesar 24 siswa yang terdiri atas 12 siswa laki-laki dan 12 siswa perempuan. Penentuan sampel penelitian ini menggunakan Teknik cluster sampling. Alat pengumpulan data yang digunakan berupa instrumen angket atau kuesioner sebanyak 22 soal tentang self efficacy dan 18 soal tentang math anxiety yang sebelumnya telah dilakukan uji validitas dan reliabilitas. Analisis data menggunakan uji deskriptif, dan independent sample t-test dengan bantuan SPSS Versi 22.0 for Windows. Hasil uji deskriptif mennjukkan bahwa siswa laki-laki memiliki self efficacy lebih tinggi dari siswa perempuan dengan skor persentase 68,75% untuk siswa laki-laki, 64,3% untuk siswa perempauan. Sedangkan untuk math anxiety, siswa perempuan memiliki skor lebih tinggi dari siswa laki-laki,, dengan skor persentase yaitu 63,98% untuk siswa perempuan dan 57,15% untuk siswa laki-laki. Hasil independent sample t-test menunjukan bahwa tidak adanya perbedaan yang signifikan gender terhadap self efficacy dan math anxiety, terlihat dari nilai sig > 0,05. Penyebab temuan ini karena gender bukanlah satu-satunya faktor yang berdampak terhadap self efficacy maupun math anxiety siswa.

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Section: Grafik 2 Persentase Proporsi Aspek Math Anxietyunclassified

Analisis Gender terhadap Self Efficacy dan Math Anxiety Siswa Sekolah Dasar

Yuliati,

Zahrah

2023

Cognitive JG

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“…In addition to these factors, which are suggested to be responsible for students' poor achievement in mathematics, is mathematics anxiety, which is the focus of this article. The reason for focusing on mathematics anxiety is its negative effects on students' wellbeing and academic performance (Sarfo et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Mathematics anxiety is one of the major causes of secondary school students' poor performance in mathematics (Sarfo et al, 2020(Sarfo et al, , 2022. Mathematics anxiety can negatively impact a learner's initial mathematics learning (Salahot, 2022).…”

Section: Introductionmentioning

confidence: 99%

Effect of group rational emotive behaviour therapy on mathematics anxiety on secondary school students

Mosimege,

Oromena,

Chinyere

et al. 2024

South African Journal of Psychology

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This study investigated the effects of group rational emotive behaviour therapy on the mathematics anxiety of students in Nigerian secondary schools. In total, 118 senior secondary school students constituted the sample for the study: 63 learners were allocated to the experimental group and 55 learners to the control group. The instruments used for data collection were the Mathematics Anxiety Scale (primary outcome measure) and the Irrational Beliefs in Mathematics Scale (secondary outcome measure). The Mathematics Anxiety Scale was used to elicit information from the participants that enabled the researchers to randomly allocate them to the programmes of the treatment groups. The experimental group was exposed to the rational emotive behaviour therapy treatment, while the control group received conventional counselling. The treatment programme lasted 6 weeks. The results reveal that students in group rational emotive behaviour therapy, post-test, had experienced significantly more positive effects relating to mathematics anxiety and irrational beliefs about mathematics (effects that remained consistent at follow-up) than students in the control group.

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“…Mathematics anxiety is a complex psychological construct that involves responses associated with a lack of confidence, a threat to self-ability and low self-esteem towards mathematics tasks/ concepts. Mathematics anxiety involves feelings of fear, tension and apprehension that many students experience when solving mathematical tasks (Ashcraft, 2002;Sarfo et al, 2020Sarfo et al, , 2022. Teachers must understand mathematics anxiety because it can negatively impact students' learning (Soumen & Susanta, 2018).…”

Section: Introductionmentioning

confidence: 99%

Mindfulness-based cognitive therapy for mathematics anxiety among school adolescents: A randomised trial

Nzeadibe,

Egara,

Eseadi

et al. 2023

Journal of Psychologists and Counsellors in Schools

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This study investigated the effect of mindfulness-based cognitive therapy (MBCT) on mathematics anxiety among students in Nigerian secondary schools. Eighty-six senior secondary class one students (aged 15–16 years) participated, comprising 43 students allocated to the experimental group and 43 students allocated to the control group. Mathematics anxiety was measured using the Mathematics Anxiety Rating Scale (MARS). The experimental group participated in a MBCT intervention, whereas the control group underwent conventional counselling. Both conditions lasted 6 weeks and included 12 sessions, 90 min each. Results revealed that MBCT reduced students’ mathematics anxiety from pre- to post-test, and the effect remained consistent at follow-up, compared to the control group. One of the recommendations was that teachers should be trained in applying MBCT to anxious mathematics students to remove the fear response of mathematics.

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Gender Differences in Mathematics Anxiety Across Cultures: A Univariate Analysis of Variance Among Samples from Twelve Countries

Cited by 8 publications

References 19 publications

Analisis Gender terhadap Self Efficacy dan Math Anxiety Siswa Sekolah Dasar

Analisis Gender terhadap Self Efficacy dan Math Anxiety Siswa Sekolah Dasar

Effect of group rational emotive behaviour therapy on mathematics anxiety on secondary school students

Mindfulness-based cognitive therapy for mathematics anxiety among school adolescents: A randomised trial

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