Mathematics Anxiety and Test Anxiety: Separate Constructs?

By R. Kazelskis, Carolyn Reeves, M. E. Kersh, Gahan Bailey, Katherine M. Cole, Marilyn Larmon, Lewis Hall, D. C. Holliday. 2000

134 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Management Science and Operations Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ed8deeb8c6b9ad705cde1fec84cd97a8149a7836

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In Experimental and Cognitive Psychology

In Management Science and Operations Research

In Social Psychology

Citations in the corpus

The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. (2016, background): “While sharing some common features with other types of anxiety, math anxiety is a separate phenomenon from general trait anxiety or test anxiety [2,3] and is associated with specific impairments in processing math-related or number-related tasks [4,5 ,6 ,7 ].”
Development and Preliminary Evaluation of the Measure of Understanding of Macroevolution: Introducing the MUM (2009, background): “This is not unique to evolution; Kazelskis et al. (2000) reported that the two seemingly similar constructs of mathematics anxiety and test anxiety have been found to be correlated but actually require separate measures for accurate assessment.”
Mathematics anxiety and mathematics achievement (2003, result): “Hembree’s 1990 meta-analysis concluded that mathematics anxiety correlated with, but was separate from, test anxiety, and Kazelskis et al. (2000) found a similar result.”
Examining the Relationship Between Mathematics Anxiety and Mathematics Performance: An Instructional Hierarchy Perspective (2003, unknown): “Kazelskis, Reeves, Kersh, Bailey, Cole, Larmon, Hall, & Holliday, 2000 ), and general anxiety (e.g.”
Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience (2016, background): “, 2012; Frenzel, Pekrun, & Goetz, 2007; Hembree, 1990), whereas others have found no gender differences (Kazelskis et al., 2000; Tapia & Marsh, 2004).”
DIFFERENTIAL MODELS FOR MATH ANXIETY IN MALE AND FEMALE COLLEGE STUDENTS (2004, methodology): “Research based on confirmatory factor analysis has shown that although math and test anxiety are related they are clearly distinct measures (Kazelskis et al. 2000).”
Exploring the effects of project-based learning in secondary mathematics education (2016, background): “The emotional elements of anxiety refer to physiological reactions that include uneasy feelings, sweating, and increased heart rate (Beilock & Carr, 2005; Kazelskis et al., 2000; Lyons & Beilock, 2012; Stipek, 2002; VanderStoep, 2008).”
Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework (2018, background): “Math anxiety is thought to be a trait-level anxiety and is distinguishable from both test anxiety (Kazelskis et al., 2001) and state anxiety (Hembree, 1990).”
THE RELATIONSHIPS BETWEEN MATH ANXIETY, MATH ATTITUDES, AND SELF-EFFICACY: A STRUCTURAL EQUATION MODEL (2011, background): “Moreover, some researchers (Ho et al., 2000; Kazelskis et al., 2000) consider test anxiety one of the factors that contribute to math anxiety.”