Mathematics Anxiety Rating Scale--Elementary Form; Turkish Version

Baloğlu, Mustafa; Balgalmis, Esra

doi:10.1037/t71636-000

Cited by 2 publications

(2 citation statements)

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“…Lastly, mathematics anxiety has been extensively studied and is better understood than statistics anxiety. Thus, the similarities between them (Baloğlu, 1999) may have prompted researchers to assimilate the latter under the former.…”

Section: Refining the Statistics Anxiety Constructmentioning

confidence: 99%

“…Subsequently, similarities and differences between statistics anxiety and mathematics anxiety in terms of definitions, nature, antecedents, effects, and interventions were documented (Baloğlu, 1999, 2004). More important, although many researchers found a significant positive relationship between statistics anxiety and mathematics anxiety, the relationship was moderate, and mathematics anxiety, at a maximum, explained less than 50% of the variance in statistics anxiety (Baloğlu, 2004).…”

Section: Refining the Statistics Anxiety Constructmentioning

confidence: 99%

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Statistics Anxiety Update: Refining the Construct and Recommendations for a New Research Agenda

Chew

Dillon

2014

Perspect Psychol Sci

147

183

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Appreciation of the importance of statistics literacy for citizens of a democracy has resulted in an increasing number of degree programs making statistics courses mandatory for university students. Unfortunately, empirical evidence suggests that students in nonmathematical disciplines (e.g., social sciences) regard statistics courses as the most anxiety-inducing course in their degree programs. Although a literature review exists for statistics anxiety, it was done more than a decade ago, and newer studies have since added findings for consideration. In this article, we provide a current review of the statistics anxiety literature. Specifically, related variables, definitions, and measures of statistics anxiety are reviewed with the goal of refining the statistics anxiety construct. Antecedents, effects, and interventions of statistics anxiety are also reviewed to provide recommendations for statistics instructors and for a new research agenda.

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Section: Refining the Statistics Anxiety Constructmentioning

confidence: 99%

Section: Refining the Statistics Anxiety Constructmentioning

confidence: 99%

Statistics Anxiety Update: Refining the Construct and Recommendations for a New Research Agenda

Chew

Dillon

2014

Perspect Psychol Sci

147

183

View full text Add to dashboard Cite

show abstract

İlkokul Öğrencilerinin Teknoloji Destekli Matematik Öğrenmeye Yönelik Tutum ve Kaygı Düzeylerinin İncelenmesi

Hacıömeroğlu

2019

Journal of Computer and Education Research

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Purpose of this study was to examine elementary students' attitude towards learning mathematics with technology and anxiety. In order to examine students' attitude towards learning mathematics with technology, The Technology and Mathematics Attitude Scale developed by Pierce, Stacey and Barkatsas (2007) was adapted Turkish. Results of the study revealed that there were four sub-dimensions, behavioral engagement (α=.77), mathematics confidence (α=.85), affective engagement (α=.82), attitude towards use of technology for learning mathematics (α=.80). Also, elementary students' attitude towards mathematics were positive and they had low level of math anxiety. There was a negative and significant relationship between students' attitude towards learning mathematics with technology and anxiety. Results showed the needs for research studies to examine elementary students' attitude towards learning mathematics with technology and math anxiety.

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Mathematics Anxiety Rating Scale--Elementary Form; Turkish Version

Cited by 2 publications

References 0 publications

Statistics Anxiety Update: Refining the Construct and Recommendations for a New Research Agenda

Statistics Anxiety Update: Refining the Construct and Recommendations for a New Research Agenda

İlkokul Öğrencilerinin Teknoloji Destekli Matematik Öğrenmeye Yönelik Tutum ve Kaygı Düzeylerinin İncelenmesi

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