Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-Analysis

Li, Qian; Cho, Hyeree; Cosso, Jimena; Maeda, Yukiko

doi:10.1007/s10648-020-09589-z

Cited by 61 publications

(45 citation statements)

References 109 publications

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“…In contrast to [18,19], who did not obtain a correlation between internal motivation and students' academic performance. Specifically in the subject of mathematics, there were also studies that analyzed the correlation between motivation and academic performance of students that serve as background for this research, to name a few, we have the study of [20], who added family background as an additional variable to analyze intrinsic motivation and academic performance in mathematics; on the other hand, [21] evaluated the association between student motivation and mathematics anxiety; [22] based their study on the self-determination theory, to evaluate student motivation and self-regulated learning; in mathematics students, [23] evaluated the reinforcement of the students' self-efficacy and motivation in learning mathematics using the cooperative learning model with the Team Games Tournament and finally, [24] who analyzed the predictive value of affective-motivational variables and deep and superficial learning approaches in the academic performance in mathematics.…”

Section: Introductionmentioning

confidence: 99%

Relationship between Motivation and Academic Performance in Peruvian Undergraduate Students in the Subject Mathematics

Achachagua

Díaz

Silupu³

et al. 2022

Education Research International

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Existing literature has paid little attention to the role that motivational variables have on the academic performance of mathematics students in Peru. The objective of the study was to determine the relationship between motivation and its dimensions and academic performance in this subject. A cross-sectional and correlational study was carried out in a sample of 251 first-cycle Peruvian undergraduate mathematics students using an electronic questionnaire. The students’ academic performance was measured by their records of the Mathematics course. The motivation was assessed using a self-report instrument designed to assess students’ intrinsic motivation, extrinsic motivation, and demotivation through 28 items. For statistical processing, Spearman’s Rho coefficient and a linear regression analysis were taken into account. It was concluded that there is a weak correlation between academic performance and motivation (r = 0.222, p = 0.001 ), in the same way as intrinsic motivation (r = 0.242, p = 0.001 ) and extrinsic (r = 0.117, p = 0.003 ) and a weak correlation with the demotivation dimension (r = 0.142, p = 0.024 ). With regard to linear regression, all dimensions of motivation were predictive of academic performance; intrinsic motivation explains a 27.2% of academic performance (β = 0.732; p = 0.011 ); extrinsic motivation explains a 16.8% of academic performance (β = 0.556; p = 0.001 ), and demotivation a 12.4% (β = 0.427; p = 0.008 ). This research provides a clear contribution with results on the association between motivation and academic performance in mathematics. This study suggests that universities, teachers, and students’ families take the necessary measures and provide stimulation to increase their motivation. In the same way, it is suggested that the university, in general, implements strategies to involve the student so that the student is always clear about the reason why they are at university and finish the degree they have started.

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Section: Introductionmentioning

confidence: 99%

Relationship between Motivation and Academic Performance in Peruvian Undergraduate Students in the Subject Mathematics

Achachagua

Díaz

Silupu³

et al. 2022

Education Research International

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“…Similarly, students who are unmotivated to learn mathematics generate anxiety in mathematics. In their study, Li and Cho et al (2021) similarly found a negative association between mathematics fear and motivation. Furthermore, Nola et al (2021) indicate that throughout the pandemic, individual interests were inversely connected to anxiety.…”

Section: Discussionmentioning

confidence: 79%

Impact of Modular Distance Learning on High School Students Mathematics Motivation, Interest/Attitude, Anxiety and Achievement during the COVID-19 Pandemic

Tangonan¹

2022

EUROPEAN J ED RES

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<p style="text-align: justify;">This study examined the impact of modular distance learning on students' motivation, interest/attitude, anxiety and achievement in mathematics. This was done at the Gabaldon, Nueva Ecija, Philippines during the first and second grading of the academic year 2021-2022. The study included both a descriptive-comparative and descriptive-correlational research design. The 207 high school students were chosen using stratified sampling. According to the findings, students have a very satisfactory rating in mathematics. Students agree that they are motivated, enthusiastic, and have a positive attitude toward mathematics. They do, however, agree that mathematics causes them anxiety. When students are subdivided based on sex, their mathematics interest and anxiety differ significantly. However, there was no significant difference in interest/attitude and achievement. When students are divided into age groups, their mathematics motivation, interest/attitude, anxiety, and achievement differ significantly. Students' motivation, anxiety, and achievement differ significantly by year level. There was a positive relationship between and among mathematics motivation, interest/attitude, and achievement. However, there is a negative association between mathematics anxiety and mathematics motivation; mathematics anxiety and mathematical interest/attitude; and mathematics anxiety and mathematical performance. The study's theoretical and practical implications were also discussed, and recommendations for educators and researchers were given.</p>

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“…A team of researchers from China studied motivation and its correlation with other personal factors (Li et al, 2021). There is an influence of potential factors on the formation of competence, including various types of motivation, aspects of anxiety, stages of student development and cultural context.…”

Section: Literature Reviewmentioning

confidence: 99%

Development of Acmeological Competence in Rising Social Teachers

et al. 2022

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In the modern educational process, it is important to constantly develop the personality studied in the context of acmeology. The relevance of this study is determined by the issue of the development of acmeological competence in rising social educators. The purpose of the study was to study the level of development of acmeological competence and its components in students. The methodology is based on the experimental method presented by the student survey. Fisher’s exact test, Chi-squared distribution, Student’s t-test were also used in the study. This study was conducted at Al-Farabi Kazakh National University and Abay Kazakh National Pedagogical University. The sample consisted of 253 students. The results show that 22.13% of first-year respondents had low motivation, 52.96% – medium, 24.90% – high; in the fourth-year, the level of motivation changed: 10.67% of respondents had low motivation, 46.25% – medium, 43.08% – high. The average level of motivation was 15.10 ± 2.37 and 17.00 ± 1.96 among the first- and fourth-year students, respectively, and had a tendency to increase. Thus, its average values grew toward the completion of studies. It was found that 3.56% of first-year respondents were too cautious, 51.38% were moderately cautious, and 48.62% were inclined to take risks; in the context of the fourth-year students, these indicators were 2.37, 69.96, and 30.04%, respectively. Research has shown that with age, knowledge, and experience, the willingness to take risks decreases. When conducting a correlation analysis, it was found that there is an average positive correlation between the level of motivation and the level of propensity to take risks. The results of this work indicate the need for further scientific research on the issue of acmeological competence not only of social teachers, but also of other educators in order to achieve heights in personal development and improve the learning process. In the future, it is planned to study the types of motivation and methods of its increase (self-motivation, affirmation, visualization).

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Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-Analysis

Cited by 61 publications

References 109 publications

Relationship between Motivation and Academic Performance in Peruvian Undergraduate Students in the Subject Mathematics

Relationship between Motivation and Academic Performance in Peruvian Undergraduate Students in the Subject Mathematics

Impact of Modular Distance Learning on High School Students Mathematics Motivation, Interest/Attitude, Anxiety and Achievement during the COVID-19 Pandemic

Development of Acmeological Competence in Rising Social Teachers

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