Results 331 to 340 of about 2,705,602 (382)

Mathematics Anxiety and Test Anxiety: Separate Constructs?

The Journal of Experimental Education, 2000
The authors used correlational and confirmatory factor analytic techniques to examine the relationship between measures of the constructs of mathematics anxiety and test anxiety. The correlations found between measures of the 2 constructs were nearly as high as those found within measures of the 2 constructs, bringing into question the separateness of ...
Kazelskis, Richard, Reeves, Carolyn, Kersh, M.E., Bailey, Gahan, Cole, Katherine, Larmon, Marilyn, Hall, Lew, Holliday, D.C.   +7 more
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Measuring Mathematics Engagement Anxiety

International Journal of Research in Undergraduate Mathematics Education, 2019
We present a validation study of fifteen new math anxiety scale items designed to augment the widely-used Revised Mathematics Anxiety Scale (RMARS). While the RMARS and other standard instruments measure students’ anxiety in response to computation, test situations, and math course activities such as buying a textbook or watching a lecture, the new ...
Daniel Visscher, Nina White
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Reciprocal associations between students’ mathematics anxiety and achievement: Can teacher sensitivity make a difference?

Journal of Educational Psychology, 2020
Mathematics anxiety is a problem for many secondary school students, and the accompanying worries and unpleasant affective reactions threaten their well-being.
Karen Aldrup, U. Klusmann, O. Lüdtke
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Anxiety, Cognitive Style, and Mathematics Achievement

The Journal of General Psychology, 1983
This study examined the relationship among state and trait anxiety, cognitive style, and mathematics achievement. The Ss were 50 junior college students enrolled in a mathematics course. The results confirmed the hypothesis that high state anxiety would be associated with poor mathematics achievement; trait anxiety showed no significant relationship to
T E, Sewell, F H, Farley, F B, Sewell
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Abstraction Anxiety: A Factor of Mathematics Anxiety

Journal for Research in Mathematics Education, 1986
ion Anxiety: A Factor of Mathematics Anxiety RONALD D. FERGUSON, San Antonio College The Mathematics Anxiety Rating Scale (MARS), designed by Richardson and Suinn (Suinn, Edie, Nicoleti, & Spenelli, 1972), has become a popular instrument in the investigation of mathematics anxiety.
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The Relationship between Mathematics Teaching Anxiety and Mathematics Anxiety

2011
The aim of this study is to examine the relationship between pre-service teachers' anxiety levels in relation to teaching of mathematics and their mathematics anxiety levels, as well as to determine gender differences in these two anxieties. A total of 316 pre-service teachers were involved in this study.
Peker, Murat, Ertekin, Erhan
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The measurement of mathematics anxiety: The mathematics anxiety rating scale for adolescents—MARS-A

Journal of Clinical Psychology, 1982
Describes the Mathematics Anxiety Rating Scale for Adolescents (MARS-A). Normative data on over 1,200 junior high and senior high students are reported. In addition, psychometric data that relate to reliability and construct validity for the MARS-A scale are discussed.
R M, Suinn, R, Edwards
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Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-Analysis

, 2021
Qian Li, Hyeree Cho, Jimena Cosso, Y. Maeda   +3 more
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Using a Mixed Methods Approach to Study the Relationship Between Mathematics Anxiety, Mathematics Teacher Efficacy, and Mathematics Teaching Anxiety in Preservice Elementary School Teachers in Ontario

Canadian Journal of Science, Mathematics and Technology Education, 2022
John Bosica
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Test Anxiety, Mathematics Anxiety, and Teacher Comments: Relationships to Achievement in Mathematics Classes

The Journal of Negro Education, 1990
The study of the impact of high levels of anxiety on learners in educational settings has gained increasing attention over the past three decades. Research studies have shown that the factors which may provide either a facilitative or a debilitative effect on the teaching/learning process are multitudinous.
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