Mathematics Confidence and Performance as Predictors of Mathematics Anxiety

Date of Award

2022

Degree Name

Ed.S. in School Psychology

Department

Department of Counselor Education and Human Services

Advisor/Chair

Elana Bernstein

Abstract

Mathematics anxiety is a negative emotional response that results in stress and mathematics avoidance. The present study examined the predictive relationship of mathematics confidence and mathematics performance on mathematics anxiety in middle school students. Mathematics confidence and mathematics anxiety were assessed in (n = 60) 7th and 8th grade students in a suburban middle school. Mathematics performance was measured via the student's most recent mathematics benchmarking data point and their most recent mathematics quarter grade percentage. Results indicated that significant relationships exist between mathematics confidence, mathematics letter grade percentage, and mathematics anxiety, but no significant relationship exists between mathematics CBM benchmark score and mathematics anxiety. Furthermore, mathematics grade percentage explained for the most variance in mathematics anxiety. Implications for educators regarding mathematics anxiety in the schools are discussed.

Keywords

Education, Mathematics, Mathematics Education, Middle School Education, mathematics anxiety, middle school students, mathematics performance, mathematics confidence, predictors of mathematics anxiety

Rights Statement

Copyright © 2022, author.

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