Strategies for alleviating students’ math anxiety: Control-value theory in practice

Klee, Holly L.; Buehl, Michelle M.; Miller, Angela D.

doi:10.1080/00405841.2021.1932157

Cited by 10 publications

(11 citation statements)

References 52 publications

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“…Our results suggest that interventions aiming to improve students' maths skills may be beneficial to reducing MA provided that these interventions are designed to improve students’ self-efficacy, self-concept and control perceptions [ 61 – 64 ]. Such improvements will probably come if students' understanding of concepts and why they do what they do in maths improves and they are able to understand the usefulness of maths for everyday problems [ 7 , 62 ]. It has been suggested that frequent formative assessment (given during the learning process with the intention of giving students useful feedback on which they can act) as opposed to summative assessment (given at the end of the learning process usually in the form of a high-stakes, graded exam) is an efficient means to improve Success Expectancy and Control [ 62 ].…”

Section: Discussionmentioning

confidence: 99%

Section: Interventionmentioning

confidence: 99%

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Maths anxiety and subjective perception of control, value and success expectancy in mathematics

Szucs,

Toffalini

2023

R. Soc. open sci.

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Mathematics anxiety (MA) is an academic anxiety related to doing, learning and testing mathematics. MA can negatively affect mathematics performance, motivation and maths-heavy science and technology-related career choices. Previous data suggest that subjective perceptions and interpretations of students are key in the genesis of MA. Here, based on expectancy-value and control-value theory, we aimed to identify potential, theoretically based subjective factors probably key to understanding MA. We analysed data from 151 745 fifteen-year-old children from 65 ‘countries and economies' from the Programme for International Student Assessment (PISA) 2012 dataset. Subjective self-perceptions had a stronger relationship with MA than maths achievement. We found that higher MA was associated with lower perceived control over maths activities and lower subjective expectation of success. Surprisingly, children with higher subjective valuation of maths had higher MA for similar levels of subjective control and success expectancy in maths. Results offer an improved understanding of potential antecedents of MA and suggest that effective interventions could be based on gradual confidence building in maths. These could primarily draw on a deeper understanding of the subject improving subjective success expectancy and feeling of control over maths activities. Cultural variation in findings is discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Interventionmentioning

confidence: 99%

Maths anxiety and subjective perception of control, value and success expectancy in mathematics

Szucs,

Toffalini

2023

R. Soc. open sci.

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“…The relationship between autonomy support and value appraisals has been examined in other educational settings. Studies have found that autonomysupportive teaching increases students' evaluations of self-efficacy and intrinsic value (Buhr et al, 2019;Ekatushabe et al, 2021;Klee et al, 2022) and also positively predicts students' intrinsic value (Zimmermann et al, 2021). Thus, music students' perceived teacher online autonomy support can potentially be a predictor of value (Pekrun, 2006;Ng et al, 2016).…”

Section: Value As the Potential Mediation Of Autonomy Support And Mus...mentioning

confidence: 99%

The relation between autonomy support and music enjoyment in online learning for music undergraduates in the post-COVID-19 era

et al. 2022

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Music enjoyment is considered to predict music-related academic performance and career choice. Although relevant research in non-music fields has demonstrated the association between teachers’ autonomy support and students’ academic enjoyment, it remains unknown whether this association is valid in the music discipline. In addition, in the post-COVID-19 era, online education has become a common way of teaching and learning for music undergraduates. In the form of online learning, the mechanisms mediating teachers’ music autonomy support and students’ music academic enjoyment are also unknown. This study draws on Pekrun’s theory of achievement emotions and control values to explore the mediating role of attributions and values in the association between autonomous support and academic achievement. In this study, 270 undergraduates majoring in music eventually completed the online surveys. Results from structural equation modeling indicated that autonomy support positively predicted music enjoyment and that attributions (i.e., internal attribution and external attribution) and values (i.e., intrinsic value, attainment value, utility value) mediated the association between autonomy support and music enjoyment. The findings also provide insights into possible avenue for promoting music enjoyment emotion during online teaching in the post-COVID-19 era. Implications and limitations are discussed in the study.

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“…Mathematics considered frightening for students can create anxiety when students learn it, and this anxiety thought to affect the learning process and mastery of mathematics (Anita, 2014;Maloney & Beilock, 2012;Rubinsten & Tannock, 2010;Young et al, 2012). Efforts to bring the abstract mathematical concepts into the real world are expected to be able to minimize students' mathematical anxiety (Abi, 2016;Klee et al, 2021). Teachers must use appropriate learning methods that able to provide a stimulus to students, so they can define, connect, and transform mathematical concepts with the environment around them.…”

Section: Introductionmentioning

confidence: 99%

A culture-based development of mathematics learning: A case on the Muhammad Cheng Hoo Mosque of Surabaya

Ilmiyah

Sa’idah²,

Nisa'³

et al. 2022

IJTLM

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Learning mathematics in schools aim to make students able to make mathematics as a solution or approach in simplifying or solving daily problems. To achieve this goal, it is necessary to have a culture-based mathematics learning which expected to be able to help students understand and master mathematics better. The purpose of this study is to identify the mathematical elements contained in the ornament and architecture of the Muhammad Cheng Hoo Mosque in Surabaya. This research is qualitative research with an ethnographic approach. Data collected by using a literature study, observation, documentation, and interviews. Data analysis is classified into several stages, namely domain and taxonomic analysis, componential analysis, and cultural theme analysis. The results showed that there are mathematical elements in the ornament and architecture of the Muhammad Cheng Hoo Mosque in Surabaya included the concepts of plane geometry, solid geometry, and transformational geometry. Mathematical elements in this mosque may be used as material for the development of culture-based mathematics learning at the primary and secondary school levels.

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Strategies for alleviating students’ math anxiety: Control-value theory in practice

Cited by 10 publications

References 52 publications

Maths anxiety and subjective perception of control, value and success expectancy in mathematics

Maths anxiety and subjective perception of control, value and success expectancy in mathematics

The relation between autonomy support and music enjoyment in online learning for music undergraduates in the post-COVID-19 era

A culture-based development of mathematics learning: A case on the Muhammad Cheng Hoo Mosque of Surabaya

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