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| Autor/inn/en | Alexander, Livingston; Cobb, Robert |
|---|---|
| Titel | Identification of the Dimensions and Predictors of Math Anxiety among College Students. |
| Quelle | (1984), (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Mathematics; College Students; Educational Research; Higher Education; Mathematics Anxiety; Mathematics Instruction; Secondary School Mathematics |
| Abstract | The purpose of this study was to contribute to greater understanding of the mathematics anxiety construct by: (a) identifying the independent dimensions underlying the item responses on the Math Anxiety Rating Scale (MARS); (b) developing factor scales to measure these dimensions; and (c) determining if specific personal and academic background variables can effectively serve as predictors of math anxiety as defined by the factor scales. The MARS was administered to 197 college students, and the responses were factor analyzed. Twenty-one factors were found; the first two components accounted for approximately 33% and 7% of the variance in MARS scores. The first item was labelled Math Test/Course Anxiety, while the second item concerned Numerical Task Anxiety. More anxiety was stimulated by mathematics test items than by numerical task items. Analysis of variance procedures indicated that students who had taken Algebra II in high school experienced significantly less math anxiety than students who had not taken Algebra II, and those with A's and B's in Algebra or Geometry experienced significantly less math anxiety than did students with poorer grades. It is suggested that student performance in high school mathematics courses be monitored, and early intervention provided. (MNS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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