The Effect of Mathematics Anxiety on Cognitive Failures Among High School Students

Abstract

The present study examined the effect of mathematics anxiety on cognitive failure among the high school students at Altrincham Grammar School for Boys (AGSB), a selective school in Greater Manchester, UK. A sample of 211 students studying in year 7 to year 11 completed the questionnaires. Regression analyses on the cross-sectional data generated a β value of 0.111 (p=0.031) between mathematics anxiety and the lack of concentration dimension of cognitive failure, demonstrating a mild relationship. The effect of mathematics anxiety on other three cognitive failure dimensions of disrupted motor function, memory loss, and high distractibility were not supported at a significance level of 0.05.