Mathematics anxiety: Some basic issues.

Dew, Kathleen H.; Galassi, John P.

doi:10.1037/0022-0167.30.3.443

Cited by 96 publications

(72 citation statements)

References 9 publications

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“…Correlations of about .70 have been reported between the MAS and the 98-item Mathematics Anxiety Rating Scale (Cooper & Robinson, 1991). Dew, Galassi, and Galassi (1983) reported Cronbach's alpha of .72 and 2-week test-retest reliability of .87. Hackett and Betz (1989) reported Cronbach's alpha values ranging from .86 to .90.…”

Section: Methodsmentioning

confidence: 99%

Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.

Pajares¹,

Miller²

1994

Journal of Educational Psychology

1,220

764

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Path analysis was used to test the predictive and mediational role of self-efficacy beliefs in mathematical problem solving. Results revealed that math self-efficacy was more predictive of problem solving than was math self-concept, perceived usefulness of mathematics, prior experience with mathematics, or gender (N = 350). Self-efficacy also mediated the effect of gender and prior experience on self-concept, perceived usefulness, and problem solving. Gender and prior experience influenced self-concept, perceived usefulness, and problem solving largely through the mediational role of self-efficacy. Men had higher performance, self-efficacy, and self-concept and lower anxiety, but these differences were due largely to the influence of self-efficacy, for gender had a direct effect only on self-efficacy and a prior experience variable. Results support the hypothesized role of self-efficacy in A. Bandura's (1986) social cognitive theory.Social cognitive theory suggests that self-efficacy, "people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances" (Bandura, 1986, p. 391), strongly influences the choices people make, the effort they expend, and how long they persevere in the face of challenge. According to Bandura (1986), how people behave can often be better predicted by their beliefs about their capabilities than by what they are actually capable of accomplishing, for these beliefs help determine what individuals do with the knowledge and skills they have.Although researchers have established that self-efficacy is a strong predictor of behavior (Maddux, Norton, & Stoltenberg, 1986), research on the relationship between self-efficacy and academic performance in areas such as mathematics is still limited (Bouffard-Bouchard, 1989). Studies of math self-efficacy have been largely correlational, and researchers have emphasized the need to construct causal models with which to conceptualize and test hypothesized relationships (Hackett & Betz, 1989;Meece, Wigfield, & Eccles, 1990). When causal modeling has been used, most models have excluded key variables identified as influencing math performance (most notably, self-concept), or the theoretical framework used to hypothesize relationships was not based on social cognitive theory. Thus, results have added little to a better understanding of self-efficacy's influence. Bandura (1986) mance; that is, when these determinants are controlled, self-efficacy judgments are better predictors of performance. Bandura also argued that constructs such as selfconcept, perceived usefulness, and anxiety are "common mechanisms" of personal agency in the sense that they, like self-efficacy beliefs, also influence an outcome. However, these mechanisms are, to a great extent, the result of selfefficacy judgments-their influence is largely due to the confidence with which individuals approach a task. Consequently, although strong correlational relationships are observed between these mechanisms and related outcomes, ...

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Section: Methodsmentioning

confidence: 99%

Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.

Pajares¹,

Miller²

1994

Journal of Educational Psychology

1,220

764

View full text Add to dashboard Cite

show abstract

“…Dew, Galassi, and Galassi (1983), Fox (1997) and Alexander and Matray (1989) found evidence of gender differences in the levels of math anxiety reported by students A distinction has been drawn by Rounds and Hendel (1980) between anxiety concerning maths and an anxiety concerning the testing of maths.…”

Section: Barriers To Skill Developmentmentioning

confidence: 99%

Communication apprehension and maths anxiety as barriers to communication and numeracy skills development in accounting and business education

Joyce

Hassall

Montaño

et al. 2006

Education + Training

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PRACTICAL IMPLICATIONS: Where high levels of communication apprehension in accounting students and maths anxiety in business studies students are shown to exist consideration must be given to relevant curriculum design and delivery, and the use of techniques designed to reduce apprehension/anxiety in the students concerned.Because the apprehension/anxiety is present on entry to Higher Education it may be that specific courses appear to be recruiting students whose perception of their 3 longer term vocational skills requirements may be inappropriate to their chosen career area.ORIGINALITY: Uses questionnaires to establish the levels of communication apprehension and maths anxiety in students at the commencement of their accounting and business courses in Higher Education. Establishes the underlying factors that are influential in determining the levels of apprehension and anxiety in individual students. Identifies specific differences in the areas of communication apprehension and maths anxiety between differently focused vocational courses, which have syllabus overlap, within a business school. Suggests further research in order to explore the specific curriculum change necessary to resolve the problem.

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“…It is still important to note that in their study, Dew et al (1983) provided evidence that mathematics anxiety and test anxiety are related and suggested that mathematics anxiety is a subject specific of test anxiety.…”

Section: Mathematics Anxiety and Its Connection To Test Anxietymentioning

confidence: 99%

“…Many researchers have related mathematics anxiety to test anxiety; suggesting that mathematics anxiety may be similar to test anxiety (Brush, 1981, Hembree, 1990, Dew, Galassi & Galassi 1983. Hembree (1990) suggested that mathematics anxiety is similar to test anxiety, in that both relate to general anxiety, both affect performance in similar ways, both respond to same types of treatment modes, and both types of anxiety are relieved when performance improves.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

See 1 more Smart Citation

Mathematics Teaching Experiences of Elementary Preservice Teachers with High and Low Mathematics Anxiety during Student Teaching: A Multiple Case Study

Nisbet¹

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Mathematics anxiety: Some basic issues.

Cited by 96 publications

References 9 publications

Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.

Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.

Communication apprehension and maths anxiety as barriers to communication and numeracy skills development in accounting and business education

Mathematics Teaching Experiences of Elementary Preservice Teachers with High and Low Mathematics Anxiety during Student Teaching: A Multiple Case Study

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