Analysis of the Relationship between Anxiety about Mathematics and Performance

Adams, Nicholas A.; Holcomb, William R.

doi:10.2466/pr0.1986.59.2.943

Cited by 38 publications

(44 citation statements)

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“…Adams and Holcomb (1986) identified a construct they called mathematics efficiei~cy to explain the correlation; and Hadfield and Maddux (1988) indicated that cogi~itive style (i.e., whether or not the student was field dependent) was an intermediary factor. However, all of these expect that mathematics anxiety is a causative agent of the third factor, rather than the third factor causing both the mathematics anxiety and the poor performance in mathematics.…”

Section: Resultsmentioning

confidence: 99%

“…A moderate but significant negative correlation between the two has been observed by many researchers (Adams & Holcomb, 1986;Betz, 1978;Brush, 1978;Cooper & Robinson, 1991;Cowen, Zax, Klein, Izzo, & Trost, 1963;Dew, Galassi, & Galassi, 1984;Lunneborg, 1964;Resnick, Viehe, & Siegel, 1982;Suinn, Edie, Nicoletti, & Spinelli, 1972;Wigfield & Meece, 1988). However, it should be noted that the observations of Hunsley (1987) using multiple regression, and those of Hadfield and Maddux (1988) using analysis of variance, did not indicate a significant relationship between the two.…”

mentioning

confidence: 99%

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Mathematics anxiety and mathematics achievement

Sherman

Wither

2003

Math Ed Res J

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Mathematics anxiety and mathematics achievement

Sherman

Wither

2003

Math Ed Res J

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“…Richarson and Suinn (1972) reported that many people who do not suffer from general anxiety do suffer from anxiety about mathematics. Consistent, negative relationships between mathematics anxiety and performance have been established (Adams & Holcomb, 1986;Aiken, 1970Aiken, , 1976Betz, 1978;Gliner, 1987;Szetela, 1973). The Phobos (Ferguson, 1986) was developed to measure mathematics anxiety.…”

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confidence: 99%

The relationship among mathematics achievement, affective variables and home background

Wong

1993

Math Ed Res J

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One thousand seven hundred and sixty six secondary school students in Hong Kong participated in the present study, in which the relationship among mathematics achievement, affective variables and home background was investigated. It was found that mathematics achievement was most closely related with self-concept, academic self-concept and attitudes towards mathematics. Self-and parental expectations were the most influential factors to these affective variables. It was also found that Hong Kong students spent, on the average, over 33% of homework time on mathematics homework. The time spend on homework, however, did not exhibit significant correlation with mathematics achievement.The National Council of Supervisors of Mathematics (1977) asserted that "learning to solve problems is the principal reason for studying mathematics" (p.2). However, the performance in problem solving is often influenced by affective variables. For instance, Keisler (1969) pointed out that the extent of incentives and motivation of the problem solver is an influential factor of individual differences in school problem solving performance. Davis (1973) suggested that attitudes may playa role in problem solving behaviour, and that confidence in one's ability to solve problems often enhances problem solving performance. Cronbach (1955) also noted that the lack of confidence would make an individual dismiss problems as insolvable before he or she made an adequate effort to solve them.A number of affective variables influencing the learning of mathematics were examined by Reyes (1984). These variables include selfconcept, mathematics anxiety, attribution, and perceived usefulness of mathematics.Wylie (1979) and West, Fish and Stevens (1980) argued a significant correlational relationship between general self-concept and achievement often exists. Over one thousand correlations between self and performance measures were reviewed in a meta-analysis (Hansford & Hattie, 1982) and, using various estimates of central tendency, a range in the mean relationship of .21 to .26 was established.

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“…In fact, many students have a listless behavior to research and do not worry about how and why they have to carry it. As claimed by Adams & Holcomb (1986), Elmore & Vasu (1980) and Wise (1985), students at the undergraduate university level, typically tend to view research and research teaching courses with negative attitudes.…”

Section: Doing Research Is Not An Easy Activity As Wernher Von Braunmentioning

confidence: 99%

“…Students think that it is tough and dry to study the research (Adams & Holcomb, 1986). They do not understand the concepts of research and its importance in their professional life.…”

Section: Doing Research Is Not An Easy Activity As Wernher Von Braunmentioning

confidence: 99%

Learning to be Researchers

Thảo

Anh

Ngan³

2017

JDR

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AbstrackDoing research in colleges and universities is an essential activity since it may provide students a good basis to become professional researcher and teacher in the future. However, few students in Vietnam can recognize the importance of research activities or possess an adequate background of knowledge to participate in these activities, and additionally, the obligatory course of Research Methodology offered in many universities cannot bring enough understanding in doing research to students. This study, thus, aims at investigating the effects of Research Methodology courses (in both of their good and bad sides) on students at a pedagogical university. The study also attempts to survey the attitude of those students toward the activity of doing research and the impact of the attitude on their process of learning to be researchers.

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Analysis of the Relationship between Anxiety about Mathematics and Performance

Cited by 38 publications

References 10 publications

Mathematics anxiety and mathematics achievement

Mathematics anxiety and mathematics achievement

The relationship among mathematics achievement, affective variables and home background

Learning to be Researchers

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