A Systematic Review Research: "Mathematics Anxiety" in Turkey

Autor/in	Alkan, Vesile
Titel	A Systematic Review Research: "Mathematics Anxiety" in Turkey
Quelle	In: International Journal of Assessment Tools in Education, 5 (2018) 3, S.567-592 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alkan, Vesile)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-7456
Schlagwörter	Foreign Countries; Mathematics Anxiety; Mathematics Achievement; Self Efficacy; Fear; Student Characteristics; Student Attitudes; Metacognition; Self Control; Predictor Variables; Student Evaluation; Test Anxiety; Teacher Attitudes; Elementary Secondary Education; Higher Education; Parent Influence; Teacher Influence; Mathematics Instruction; Educational Research; Turkey + Suchen Sie Ihr Suchwort? Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Self-efficacy; Selbstwirksamkeit; Furcht; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbeherrschung; Prädiktor; Schulnote; Studentische Bewertung; Examination phobia; Testangst; Prüfungsangst; Lehrerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematics lessons; Mathematikunterricht; Bildungsforschung; Pädagogische Forschung; Türkei
Abstract	The aim of this study was to conduct a systematic review research concentrating on studies regarding "Mathematics anxiety." 59 papers were reanalyzed in order to answer the questions derived from the main aim in terms of the rules of systematic review method. These studies were reviewed and analyzed by taking account of their aims, designs, sampling and results. While doing this, the similarities and differences of the reviewed studies were also found. It was seen that most of these studies conducted with middle school students. It was also found that the majority of reviewed studies were designed according to quantitative approaches. The review shows that mathematics anxiety is resulted from students' achievement, self-efficacy and fear along with parents' and teachers' lack of supports in mathematics. The results gathered from reviewed studies suggest that studies designed with approaches like qualitative and mixed-method and studies focused on various topics related with "Mathematics anxiety" with different sampling are needed. In conclusion, this systematic review study provides some fruitful information for the area and so for the further studies. (As Provided).
Anmerkungen	International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://ijate.net/index.php/ijate
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01