The Impact of Mathematics Anxiety on Self-Regulated Learning and Mathematical Literacy

Autor/inn/en	Gabriel, Florence; Buckley, Sarah; Barthakur, Abhinava
Titel	The Impact of Mathematics Anxiety on Self-Regulated Learning and Mathematical Literacy
Quelle	In: Australian Journal of Education, 64 (2020) 3, S.227-242 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gabriel, Florence) ORCID (Barthakur, Abhinava)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944120947881
Schlagwörter	Mathematics Anxiety; Self Management; Student Motivation; Emotional Response; Cognitive Processes; Mathematics Instruction; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Self Concept; Self Efficacy; Persistence; Barriers; Metacognition; Student Attitudes; Mathematics Achievement; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Selbstmanagement; Schulische Motivation; Emotionales Verhalten; Cognitive process; Kognitiver Prozess; Mathematics lessons; Mathematikunterricht; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Ausdauer; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Australien
Abstract	Self-regulated learning has been shown to have a positive and long-lasting impact on students' academic development, employability and career progression. Emotions, motivation and metacognition play an important role in students' ability to monitor and regulate their learning, particularly when studying and engaging with Science, Technology, Engineering and Mathematics content. In this study, we investigated motivational, emotional and cognitive factors involved in self-regulated learning and their role in mathematics learning. Specifically, we analysed the impact of mathematics anxiety and self-regulated learning on mathematical literacy using the Australian subset of Programme for International Student Assessment 2012. Mathematics anxiety is a barrier to mathematical learning and is thought to hinder students' engagement and the efficiency of their metacognitive processes. Using structural equation modelling, we showed that instrumental motivation and self-concept affect mathematics anxiety, which in turn negatively impacts mathematical literacy by affecting perseverance and self-efficacy. We consider the practical implications of our results and discuss how interventions to reduce students' mathematics anxiety will allow for the development and/or improvement of self-regulated learning skills in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01