Mathematics Anxiety, Perceived Mathematics Self-efficacy and Learned Helplessness in Mathematics in Faculty of Education Students

Abstract

There are various factors influencing learning and academic achievement of individuals. These may be external factors which do not arise from the individual, or affective factors which are closely related with the individual. In this study, affective factors such as anxiety, self-efficacy, and learned helplessness which influence learning performance of prospective teachers in mathematics were investigated with respect to their various characteristics, the mediating effect of self-efficacy in the relationship between mathematics anxiety and learned helplessness was examined. A quantitative pattern was employed in the study and it was found that there were significant differences between prospective teachers from different departments in terms of mathematics anxiety, perceived selfefficacy, and learned helplessness, there was a positive and significant correlation between anxiety and learned helplessness, which had a negative and significant correlation with self-efficacy and anxiety, whereas perceived mathematics self-efficacy had a full mediating effect in the relationship between mathematics anxiety and learned helplessness.

Effect of Mathematics Anxiety and Intelligence on Students’ Logical Thinking Ability

“…By research conducted by (Ekawati, 2015) states that there is a strong influence of anxiety on learning outcomes. Subsequent research conducted by (Gürefe & Bakalım, 2018) also said that there was a negative correlation between mathematics anxiety and student academic achievement.…”

Measurement Model and Adaptation of Self-Efficacy toward Mathematics Reasoning among University Students

“…Likewise, pupils were unconcerned about their tasks since they thought they had the resources to finish them all. On the other hand, students who believe that they have mastered skills and completed difficult assignments typically have higher efficacy beliefs (Gürefe & Bakalım, 2018).…”

“…According to Halim et al (2021) & Reyes (2019), the younger generation of Malaysians still have a problem with mathematics, and nearly half of them are already experince anxiety. Gürefe & Bakalım (2018) found that individual use mathematics in two distinct ways in their daily life: they apply known formulas or procedures to solve standard problems, or they confront perplexing problems using conventional mathematical approaches (e.g., generalizing and simplifying; looking for patterns; reasoning by analogy; exploring specific cases; translating to another setting) (Hunter, 2017). Educators pay less attention to students' reasoning ability, or in other words, the methods used are less varied, which in turn, makes student motivation difficult, and students' learning patterns are simply memorized and mechanistic (Sukirwan et al, 2018).…”

“…In aspects of worldwide research context, 8 of the 11 research utilised comparable methods to assess selfefficacy. The Multi-dimensional Scales of Perceived Self-Efficacy (Bandura, 1993;n=2), Academic Self-Efficacy Scale (Gürefe & Bakalım, 2018;May, 2009;n n=2) and Student Efficacy Scale (Halim et al, 2021;n=2) were the most commonly On the contrary, there was no identical instrument used to evaluate self-r e-ISSN: 2636 -9109 ASHREJ Vol. 4, No.…”

“…Two instruments did not disclose the reliability of their self-efficacy measures (Reyes, 2019;Singh et al, 2020). More study is also required to determine the suitable application of self-efficacy belief measures to explore the correlations to academic performance (Blondeau & Awad, 2018;Gürefe & Bakalım, 2018;Halim et al, 2021;Mahasneh & Alwan, 2018;Yin et al, 2020). Three of the five studies that employed self-efficacy belief measures were unable to reveal non-significant values for the strength of the relationship between self-efficacy and mathematics achievement (Reyes, 2019;Sides & Cuevas, 2020;Singh et al, 2020).…”