Mathematics Performance Profiles and Relation to Math Avoidance in Adolescence: The Role of Literacy Skills, General Cognitive Ability and Math Anxiety

Abstract

The main aim of the study was to differentiate adolescent profiles by math performance at the beginning and end of the final two years of lower secondary school, and relevant baseline attributes (literacy skills, general cognitive ability, math anxiety), and to investigate how these profiles differed by gender and math avoidance. A total of 193 Finnish lower secondary students participated in this study. Four profiles were identified: (1) High academic, average anxiety; (2) low academic, average anxiety; (3) average academic, high anxiety; and (4) average academic, average anxiety. They differed in baseline attributes, math performance over two school years, math avoidance, and in gender ratio. High levels of math anxiety was related to unfavourable math trajectory and future math avoidance. This high anxiety was typical of a certain group of average performers but not of the lowest performers. The educational implications of the findings are discussed.

Sorotan Literatur Bersistematik: Faktor Yang Mempengaruhi Kebimbangan Matematik Dalam Kalangan Pelajar Sekolah Menengah

“…Pendekatan Kajian Kuantitatif Kualitatif Gabungan Kajian Tinjauan Albelbisi et al, 2022;Buzzai et al, 2020;Çağırgan & Soytürk, 2021;Deieso & Fraser, 2019;Donolato et al, 2020;Gabriel et al, 2018;García-Santillán et al, 2022;İlhan et al, 2022;Klee & Miller, 2019;Kyttälä & Björn, 2021;Luu-Thi et al, 2021;Moreno-García et al, 2018;Muwonge et al, 2018;Prahmana et al, 2021;Rončević Zubković et al, 2021;Semeraro et al, 2020;Seo & Lee, 2021;Skaalvik, 2018;Trigueros et al, 2020;Wang et al, 2018;Wang et al, 2020a;Wang et al, 2020b Dari 14 kajian yang mengkaji aspek pencapaian akademik, terdapat 12 kajian mendapati pencapaian akademik mempunyai hubungan korelasi negatif dengan kebimbangan matematik, di mana pencapaian akademik yang rendah akan menyebabkan kebimbangan matematik yang tinggi (Buzzai et al, 2020;Donolato et al, 2020;Gabriel et al, 2018;İlhan et al, 2022;Mann & Walshaw, 2019;Semeraro et al, 2020;Skaalvik, 2018;Suren & Kandemir, 2020;Trigueros et al, 2020;Wang et al, 2020a;Xie et al, 2019;Živković et al, 2022). Hasil dapatan tersebut adalah bertentangan dengan dua lagi kajian, iaitu kajian Kaba dan Şengül (2018) serta Luu-Thi et al (…”

“…Antara faktor demografi tersebut, faktor yang paling banyak dikaji adalah faktor jantina. Daripada 10 kajian yang mengkaji faktor jantina, terdapat tujuh kajian yang mendapati kebimbangan matematik dalam kalangan pelajar perempuan adalah lebih tinggi daripada pelajar lelaki (Klee & Miller, 2019;Kyttälä & Björn, 2021;Mann & Walshaw, 2019;Rončević Zubković et al, 2021;Seo & Lee, 2021, Wang et al, 2020bXie et al, 2019). Walau bagaimanapun, 3 lagi kajian memperoleh hasil dapatan yang bertentangan.…”

The Involvement of Learning Mathematics Via Teachers’ Autonomy Support and The Fulfilment of Basic Psychological Needs

“…The respondents even said that they hated mathematics classes and they should not be in the classes. Kyttälä and Björn (2021) portray mathematics learning engagement as being affected by cognitive skills and material understanding. Some students have a tendency to feel anxious and avoid mathematics classes.…”