Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

Abstract

Título: Investigando la autoeficacia, la ansiedad, las actitudes y los logros de las matemáticas con respecto al género y el tipo de escuela. Resumen: El propósito de este estudio fue investigar la relación entre la autoeficacia en matemáticas, la ansiedad en matemáticas, la actitud con respecto a matemáticas, el rendimiento en matemáticas de los estudiantes del séptimo grado y el género y el tipo de escuela. Con el fin de examinar la diferencia en la autoeficacia, la ansiedad la actitud y el rendimiento en cuanto al género y al tipo de escuela se realizó análisis de la varianza (ANOVA) de dos vias. Además, se ejecutó un análisis de regresión múltiple para investigar el papel de autoeficacia, ansiedad, actitud y gé-nero y tipo de escuela en la predicción del rendimiento en matemáticas de los estudiantes del séptimo grado. Los resultados revelaron que el género tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de actitud, las puntuaciones de ansiedad y el rendimiento en matemáticas. Sin embargo, el tipo de escuela no tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de ansiedad y las puntuaciones del rendimiento pero tiene un efecto significativo sobre las puntuaciones de actitud. Los resultados también confirman que el modelo proporcionado consta de la autoeficacia, la ansiedad, la actitud, el género y el tipo de escuela, predijo significativamente las puntuaciones de rendimiento. Palabras clave: Autoeficacia; ansiedad; rendimiento académico; género. Abstract:The purpose of this study was to investigate the relationship among seventh grade students' mathematics self-efficacy, mathematics anxiety, attitudes towards mathematics, mathematics achievement, gender and school type. In order to examine the difference in self-efficacy, anxiety, attitude and achievement in terms of gender and school type, two-way ANOVAs were performed. In addition, multiple regression analysis was run to investigate the role of mathematics self-efficacy, anxiety, attitude, gender and school type in predicting mathematics achievement of seventh grade students. Results revealed that there was a significant main effect of gender on mean mathematics self-efficacy scores, attitude scores, anxiety scores and mathematics achievement. However, school type did not have significant main effect on mean self-efficacy scores, anxiety scores, and achievement scores but have significant effect on attitude scores. Findings also supported that self-efficacy, anxiety, attitude, gender and school type significantly predicted the achievement scores of seventh grade students.

An Investigation On Pre-Service Elementary School Teachers’ Mathematics Anxiety

“…The results of this study are similar to the research conducted by Çatlioglu et al (2009); Dane (2005); Haynes et al (2004); Peker & Ertekin (2011) which shows that there is no difference in MA between women and men. Unlike the results of this study, the results of other studies show that there are differences in MA between women and men, where MA in women is greater than men (Bowd & Brady, 2003;Goetz, Bieg, Lüdtke, Pekrun, & Hall, 2013;Gürbüz & Yıldırım, 2016;Hembree, 1990;Hill et al, 2016;Recber, Isiksal, & Koç, 2018). Meanwhile, Burak & Ozel (2012) in their study states that male has a higher MA than female.…”

Mathematics Achievement Motivation in a Collectivist Culture: The Role of Gender Differences and Self-Efficacy

“…This finding is consistent with the study conducted by Ayotola and Adedeji (2009) which found no significant statistical difference in the mathematics self-efficacy of male and female students. However, the result contradicts the findings of Louis and Mistele (2012), Recber et al (2018), and Eccles et al (1993) which concluded that female students displayed higher self-efficacy than male students and Zhang et al (2015) which found that male students had higher self-efficacy than their female counterparts.…”

Relations Attitude Towards Mathematics Lesson, Anxiety and Academic Success

“…On the other hand, only the most popular lesson on the attitude towards mathematics lesson was found meaningful. Recber, Isiksal & Koç (2018) reported that gender being among the independent variables of this study is an important predictor of attitudes, anxiety and success towards mathematics. Devine, Fawcet, Szucs & Dowker (2012) found that gender did not significantly differentiate mathematics performance, whereas women's math anxiety was higher than men.…”