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DO EMOTIONS MATTER? THE RELATIONSHIP BETWEEN MATH ANXIETY, TRAIT ANXIETY, AND PROBLEM SOLVING ABILITY

100%
Grežo M., Sarmány Schuller I.
Studia Psychologica
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2018
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vol. 60
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issue 4
226 – 244
EN
In this study, we examined the relations between math anxiety, trait anxiety, and one’s perceived problem solving ability on a sample of 128 university students. Participants completed a revised version of the Fennema-Sherman Mathematics Anxiety Scale, The State-Trait Anxiety Inventory, and the shortened version of Problem Solving Inventory. The results showed a moderate negative relationship between trait anxiety and individual’s perceptions regarding his/her problem solving abilities. More specifically, we found that trait anxiety was negatively related to perceived self-confidence to solve problems and ability to self-control the emotions and behaviour associated with the process of problem solving. However, it was not significantly associated with the tendency to avoid/approach problems. Finally, the perceived problem solving ability did not mediate the relationship between trait anxiety and math anxiety. Besides examining the effect of particular personality traits, we highlight the importance of further investigating the role of age and environmental and contextual factors, as well as the frequency and intensity of threatening math situations an individual faces in his/her life in regard to math anxiety.
2

THE RELATIONSHIPS BETWEEN MATH ANXIETY, MATH ATTITUDES, AND SELF-EFFICACY: A STRUCTURAL EQUATION MODEL

88%
Ahmed A., Kurbanoglu Izzet N.
Studia Psychologica
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2011
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vol. 53
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issue 3
263-273
EN
The purpose of this study is to examine the relationships between math anxiety, math attitudes, and self-efficacy. Participants were 372 university students who were enrolled in Sakarya University, in Turkey. In this study, the Revised Mathematics Anxiety Rating Scale, the Mathematics Attitudes Scale, and the Self-efficacy Scale were used. Using correlation analysis, math anxiety was found negatively related to positive attitudes and self-efficacy and positively to negative attitudes. On the other hand, positive attitudes were found positively associated with self-efficacy and negatively with negative attitudes. According to the path analysis results, positive attitudes were predicted positively and negative attitudes predicted negatively by self-efficacy. Also, self-efficacy and positive attitudes predicted math anxiety in a negative way and negative attitudes predicted math anxiety in a positive way. Results were discussed in the light of literature.
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