Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy

By Sachain Jain, M. Dowson. 2009

248 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/63d4a3dcf633c1b21177f859a058852a975241d6

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Mathematics Anxiety: What Have We Learned in 60 Years? (2016, background): “Most studies indicate a negative relationship between mathematics self-concept and mathematics anxiety (Hembree, 1990; Pajares and Miller, 1994; Jain and Dowson, 2009; Goetz et al., 2010; Hoffman, 2010).”
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.”
Exploring rural high school learners' experience of mathematics anxiety in academic settings (2012, background): “…are decreased, there will be improvements in cognitive, behavioural and attitudinal aspects of mathematics learning by, for example, manipulating teaching variables such as teacher behaviours, task structure, and classroom atmosphere (Perry, 2004; Jain & Dawson, 2009; Cavanach & Sparrow, 2011).”
The impact of mathematics anxiety on self-regulated learning and mathematical literacy (2020, methodology): “Jain and Dowson (2009) found that self-efficacy mediated the relationship between SRL and MA and that less efficient SRL led to higher levels of MA by reducing students’ self-efficacy.”
Teacher Immediacy and Decreased Student Quantitative Reasoning Anxiety: The Mediating Effect of Perception (2015, background): “Behavioral symptoms for students include withdrawal from mathematics-associated situations, postponing the completion of math homework until the last minute, and refusing to study (Jackson, 2008; Jain & Dowson, 2009; Plaisance, 2009; Woodard, 2004).”
Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework (2018, background): “Jain and Dowson (2009) investigated how self-regulation and self-efficacy predict math anxiety in a diverse sample of eighth-grade students.”
Predicting Critical Thinking Skills of University Students through Metacognitive Self-Regulation Skills and Chemistry Self-Efficacy. (2013, background): “Self-regulation is related to several variables such as anxiety, learning strategies, and self-efficacy (Çapa Aydın, Uzuntiryaki, & Demirdöğen, 2011; Jain & Dowson, 2009).”
Agency for Learning: Intention, Motivation, Self-Efficacy and Self-Regulation (2020, background): “Self-regulation for academic achievement implies a conscious awareness and involves selecting and deploying appropriate strategies in order to achieve explicit or implicit learning goals (Jain and Dowson, 2009; Jansen et al., 2019).”
Psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) in Italian primary school children (2017, background): “…a short review), and that women are consequently less likely to seek opportunities for math problem solving, and they tend to avoid math-related activities (Baloğlu & Koçak, 2006; Else-Quest et al., 2010; Jain & Dowson, 2009; McGraw, Lubienski, & Strutchens, 2006; Rubinsten, Bialik, & Solar, 2012).”
Mathematics Anxiety and Its Development in the Course of Formal Schooling—A Review (2013, background): “That is, only a small number of studies have focused on mathematics anxiety as a dependent variable (Jain & Dowson, 2009).”