Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance

Vukovic, Rose K.; Kieffer, Michael J.; Bailey, Sean P.; Harari, Rachel R.

doi:10.1016/j.cedpsych.2012.09.001

Cited by 233 publications

(280 citation statements)

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“…Students suffering from this type of anxiety underperform academically in mathematics at elementary school (Vukovic, Kieffer, Bailey, & Harari, 2013), high school (Lee, 2009) as well as at College and University levels (Hembree, 1990). They also exhibit different maladaptive behaviours such as not turning up to math class or avoiding selecting courses involving maths (Ashcraft & Krause, 2007).…”

Section: Introductionmentioning

confidence: 99%

Math anxiety and its relationship to inhibitory abilities and perceived emotional intelligence

et al. 2015

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Título: Ansiedad matemática y su relación con capacidades inhibitorias e inteligencia emocional percibida. Resumen: La ansiedad a las matemáticas es un problema emocional que repercute negativamente en el rendimiento académico de los estudiantes en distintos niveles educativos. El presente estudio analiza la relación entre este tipo de ansiedad y ciertos procesos cognitivos y emocionales. En primer lugar se pretendía determinar la relación entre la ansiedad a las matemáticas y ciertas habilidades inhibitorias dirigidas a eliminar o evitar el acceso a la conciencia de pensamientos intrusivos. En segundo lugar, interesaba comprobar la posible relación de la ansiedad a las matemáticas con la propia percepción del estudiante de sus habilidades emocionales. A tal fin se administraron a 187 estudiantes de primer curso del Grado de Psicología diferentes medidas de ansiedad a las matemáticas, a la estadística, de habilidades inhibitorias y de inteligencia emocional percibida. Los resultados mostraron que los estudiantes con puntuaciones más altas en ansiedad a las matemáti-cas presentaban una mayor susceptibilidad a experimentar pensamientos intrusivos, una menor eficacia a la hora de suprimirlos así como puntuaciones inferiores en comprensión y regulación de sus emociones. Los procesos inhibitorios y emocionales estudiados pueden resultar útiles para entender la naturaleza de la ansiedad matemática. Palabras clave: Ansiedad matemática; inhibición; pensamientos intrusivos; inteligencia emocional percibida.Abstract: Math anxiety has been found to be an emotional problem that has a negative effect on students' academic performance across different levels of education. This type of anxiety could be related to certain cognitive and emotional processes. A first objective was to examine the relationship between math anxiety and certain inhibitory abilities responsible of eliminating intrusive thoughts or preventing them access to consciousness. A second aim was to determine the extent in which math anxiety and students' self-perceptions of their own emotional abilities are related. To this end, 187 first-year undergraduate psychology students were administered different measures to assess math anxiety, statistics anxiety, inhibitory abilities, and perceived emotional intelligence. The results showed that students with high math anxiety were more likely to experience intrusive thoughts, were less effective at suppressing these thoughts, and reported lower scores in understanding and regulating their emotions. These cognitive mechanisms and emotional abilities are of relevance to better understand the nature of this type of anxiety.

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Section: Introductionmentioning

confidence: 99%

Math anxiety and its relationship to inhibitory abilities and perceived emotional intelligence

et al. 2015

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“…Matematik kaygısının matematik performansındaki farklılıkların güçlü bir kaynağı olduğu bilinmektedir (Vukovic, Kieffer, Bailey & Harari, 2013). PISA sonuçlarına göre de, kaygı matematiğin etkili öğrenilmesinin önünde bir engeldir.…”

Section: Discussionunclassified

Pisa 2012 Türki̇ye Veri̇leri̇ne Göre Öğrenci̇leri̇n Matemati̇k Anksi̇yetesi̇ni̇n Siniflandiricilari

Tatli¹,

Ergin²,

Demir³

2016

İlköğretim Online

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“…de plus, l'anxiété due à la mathé-matique est pointée comme une cause de faible performance, et ce, dès le début du primaire (vukovic, Kieffer, Bailey, & harari, 2013). Certains auteurs vont jusqu'à parler de mathophobie (Gattuso, Lacasse, Lemire, & van der Maren, 1989), la définissant comme un « état de panique, de paralysie et de désorganisation mentale […] devant un problème de mathématiques » (p. 194).…”

Section: Introductionunclassified

Hiérarchiser les besoins de diagnostic en mathématique en FP à l’aide d’un modèle de Rasch

Loye

Costa

2014

mee

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Selon le MELS (2008, 2010), 30 % des élèves inscrits dans un programme deformation professionnelle (FP) au Québec n’obtiennent pas leur diplôme. Cettesituation est confirmée par les directeurs et les enseignants de la formation professionnelle,particulièrement lorsque le programme inclut des contenus ma thé -matiques comme, par exemple, en construction. La présente étude a donc pourobjectif de mieux définir la nature des difficultés en mathématique des élèves dela formation professionnelle. En utilisant la modélisation de rasch, l’étude hiérarchiseles besoins de diagnostic en mathématique tels que perçus par les enseignantset directions des établissements scolaires qui ont rempli un questionnaire.Les résultats mettent en évidence les difficultés des élèves dans plusieursdomaines de la mathématique ainsi que les besoins de diagnostic, notamment ence qui a trait au raisonnement logique, aux techniques de calcul, aux démarchesnécessitant plusieurs étapes et à la compréhension de l’énoncé des problèmes.According to the MELS (2008, 2010), 30% of students enrolled in a vocational training program (FP) in Quebec drop out or fail in their program of study. This is confirmed by principals and teachers of vocational training, especially when the program includes mathematical content, such as construction. This study therefore aims to better define the nature of difficulties in mathematics for students in vocational training. Using rasch modeling, the study prioritizes diagnostic purposes in mathematics as perceived by teachers and school departments who completed a questionnaire. The results highlight the difficulties of students in several areas of mathematics and diagnostic purposes in particular with respect to logical reasoning, calculation techniques, approaches requiring multiple steps and understanding of the problem statement.Segundo o MELS (2008, 2010), 30% dos alunos inscritos em um programa de formaçao profissional (FP) do Quebec evadem ou sao reprovados nos estudos. Esta situaçao é confirmada pelos diretores e pelos professores da formaçao profissional, especialmente em situaçoes em que o programa inclui conteudos de matematica, como é o caso da area de construçao civil. O presente estudo visa a melhor definir a natureza das dificuldades em matematica de alunos da formaçao professional. À partir da utilizaçao da modelizaçao de rasch, o estudo hierarquiza as necessidades de diagnostico em matematica, tal como percebido pelos professores e diretores de estabelecimentos escolares que preencheram o questionario. Os resultados evidenciam as dificuldades dos alunos em diversas areas da matematica, assim como necessidades de diagnostico, principalmente no que tange ao raciocinio logico, às técnicas de calculo, aos procedimentos matematicos compostos por varias etapas e à compreensao do enunciado dos problemas

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Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance

Cited by 233 publications

References 54 publications

Math anxiety and its relationship to inhibitory abilities and perceived emotional intelligence

Math anxiety and its relationship to inhibitory abilities and perceived emotional intelligence

Pisa 2012 Türki̇ye Veri̇leri̇ne Göre Öğrenci̇leri̇n Matemati̇k Anksi̇yetesi̇ni̇n Siniflandiricilari

Hiérarchiser les besoins de diagnostic en mathématique en FP à l’aide d’un modèle de Rasch

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