The Effects of Mathematics Anxiety on Matriculation Students as Related to Motivation and Achievement.
By Effandi Zakaria, Norazah Nordin. 2008
197 citations recorded by the source corpus.
The study investigated the effects of mathematics anxiety on matriculation students as related to motivation and achievement. Subjects included 88 students who were at the end of their second semester of study. Anxiety and motivation were measured using the Fennema-Sherman Math Anxiety Scale (MAS) and Effectance Motivation Scale (EMS) respectively. The instrument used to measure achievement was the Mathematics Achievement Test (MAT). The ANOVA results showed that the mean achievement scores and motivation scores of low, moderate and high anxiety groups were significantly different. Findings also revealed a low (r=-0.32) but significant (p < 0.05) negative correlation between mathematics anxiety and achievement and also a strong (r=-0.72) significant (p<0.05) negative correlation between mathematics anxiety and motivation. The study also revealed a significant low positive correlation (r=0.31) between motivation and achievement
Subfields: Applied Mathematics, Experimental and Cognitive Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/fb2b3c108ce8976179785b787158f7f1c1dc8e8d
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In Applied Mathematics
In Experimental and Cognitive Psychology
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Citations in the corpus
- The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students (2010, background): “Perry, 2004). These show that mathematics anxiety is prevalent among students and negatively affects their motivation and success (Ashcraft & Faust, 1994; Bekdemir, 2007; Erol, 1989; Ma, 1999; Perry, 2004; Trujillo & Hadfield, 1999; Zakaria & Nordin, 2008 ).”
- Exploring rural high school learners' experience of mathematics anxiety in academic settings (2012, background): “This seems to support the work of Zakaria and Nordin (2008) who cautioned that mathematics anxiety does not appear to have a single cause, but is a result of a plethora of factors such as truancy, poor self-image, poor coping skills, teacher attitude and an emphasis on learning mathematics through…”
- Mathematics Anxiety and Its Development in the Course of Formal Schooling—A Review (2013, methodology): “Despite being published more than 30 years ago, the MAS is still in use (Sherman & Wither, 2003; Zakaria & Nordin, 2008).”