A multivariate investigation of the differences in mathematics anxiety

By Mustafa Balogˇlu, Recep Koçak. 2006

220 citations recorded by the source corpus.

Anxiety has been found to be one of the most prevalent emotional problems associated with mathematics. Researchers have clustered variables that affect mathematics anxiety around three main sources: Situational, dispositional, and environmental. In the present study, two of the environmental sources (i.e., gender and age) were studied, after taking into account mathematics experience. The participants were 759 college students who responded to the Revised Mathematics Anxiety Scale (RMARS) and a set of demographic questions. The results showed multivariate differences between men and women and among three age groups, after adjusting for the differences in previous mathematics experiences. Female students showed significantly higher mathematics test anxiety, whereas male students were significantly higher in numerical task anxiety. In addition, older students were found to experience higher mathematics test and course anxiety but were lower in numerical task anxiety. It was concluded that gender and age differences should be investigated in the studies of mathematics anxiety and that the multidimensionality of this construct should be carefully taken into account. Suggestions for mathematics teachers were made based on the results.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/19fe39d2c5a134f533f5c743732b6403bee5ca5a

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Citations in the corpus

Developing mathematical resilience (2010, background): “These ways of working have been shown by many researchers (e.g. Boaler 2009, Jain & Dowson, 2009 and Baloglu & Koçak, 2006 ) to cause anxiety.”
Prior mathematics achievement, cognitive appraisals and anxiety as predictors of Finnish students’ later mathematics performance and career orientation (2010, background): “The results of the consequences and antecedents of mathematics anxiety may also be highly dependent on the measured domain of anxiety (Baloglu & Kocak, 2006 ).”
The Anti-Anxiety Curriculum: Combating Math Anxiety in the Classroom (2010, background): “However, unlike gen- eral anxiety, mathematics anxiety has unique characteristics (Balogˇlu & Koçak, 2006) and can be traced back to some specific previous educational experiences (Ma, 2003).”
Mathematics anxiety in preservice teachers: Its relationship to their conceptual and procedural knowledge of fractions (2009, background): “This claim is based in part on studies demonstrating that mathematics anxiety is more commonplace in elementary education majors than students in other fields of study (Baloğlu & Koçak, 2006; Bessant, 1995; Hembree, 1990; Kelly & Tomhave, 1985).”
Distinct Influences of Mothers and Fathers on Kindergartners’ Numeracy Performance: The Role of Math Anxiety, Home Numeracy Practices, and Numeracy Expectations (2017, background): “A large portion of studies has focused specifically on the presence of mathematics anxiety among teachers and future teachers (Baloglu & Kocak, 2006; Bessant, 1995), as in the case of investigations about math anxiety in Chile (e.g., Mizala, Martínez, & Martínez, 2015).”
The Development and Part Validation of a U.K. Scale for Mathematics Anxiety (2011, result): “This is consistent with several previous findings (e.g., Baloglu & Kocak, 2006; Hembree, 1990), though the actual effect size was very small.”
Relationships of mathematics performance, control and value beliefs with cognitive and affective math anxiety (2017, background): “…studies do not differentiate between the affective and the cognitive component but report an overall (sum or mean) score (Ashcraft & Kirk, 2001; Baloğlu & Koçak, 2006; Frenzel et al., 2007; Radišić, Videnović, & Baucal, 2015; Ramirez, Gunderson, Levine, & Beilock, 2013; Suárez-Pellicioni et…”
Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework (2018, unknown): “Many studies have reported higher levels of math anxiety for women than for men (e.g., Ashcraft & Faust, 1994; Baloglu & Kocak, 2006; Bernstein, 1992; Betz, 1978; Else-Quest, Hyde, & Linn, 2010; Hembree, 1990; Hopko, Mahadevan, Bare, & Hunt, 2003; Hopko et al., 2003; Ma & Cartwright, 2003; Wigfield…”
Exploring rural high school learners' experience of mathematics anxiety in academic settings (2012, background): “Baloglu and Kocak (2006) and Cavanach and Sparrow (2011) assert that these factors can be classified as attributes of the learner, the family, the teacher and teaching, and the nature of mathematics.”
Psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) in Italian primary school children (2017, background): “The majority of this extant research has been built with cross-sectional designsmainly involving students from fourth-fifth grades through the university (e.g., Baloğlu & Koçak, 2006; Birgin, Baloğlu, Çatlıoğlu, & Gürbüz, 2010; Newstead, 1998 and Suinn, Taylor, & Edwards, 1988).”
Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender (2015, background): “Studies conducted in college settings have consistently found that educationmajors showa higher prevalence of mathematics anxiety than those in any other fields (Baloglu & Kocak, 2006; Bessant, 1995; Hembree, 1990).”
An investigation of mathematics anxiety among sixth through eighth grade students in Turkey (2010, background): “Even though there has been a considerable research on the topic, as Baloğlu and Koçak (2006) state, “there is still no clear answer as to the nature and causes of [mathematics] anxiety” (p.”
From Parental Involvement to Children's Mathematical Performance: The Role of Mathematics Anxiety (2013, background): “Indeed, mathematics anxiety has been studied primarily from fourth grade through adulthood (e.g., Baloglu & Kocak, 2006; Capraro, Capraro, & Henson, 2001; Hembree, 1990; Ma, 1999; Richardson & Suinn, 1972), although recent research suggests that mathematics anxiety—or its precursor—might be…”