Abstract
The purpose of the present study is to investigate mathematics anxiety among 220 sixth through eighth grade Turkish students in terms of mathematics achievement levels, perceived enjoyment of the mathematics teaching method, perceived enjoyment of mathematics, and perceived help with mathematics from parents. The Mathematics Anxiety Scale for Primary School Students (Bindak, 2005) was used to assess the levels of mathematics anxiety. A 3 × 2 factorial analysis of variance results showed that there was not a significant interaction effect or main effect of gender; however, there was a significant main effect of grade level. Standard multiple regression analyses show that independent variables accounted for 63% to 70% of variability in the dependent variable. The results also indicate that not only the perceived enjoyment of mathematics, but also the enjoyment of the mathematics teaching method and help with mathematics from parents had a significant effect on mathematics anxiety.
| Original language | English |
|---|---|
| Pages (from-to) | 654-658 |
| Number of pages | 5 |
| Journal | Learning and Individual Differences |
| Volume | 20 |
| Issue number | 6 |
| DOIs | |
| Publication status | Published - Dec 2010 |
Keywords
- Enjoyment of mathematics
- Gender
- Mathematics achievement
- Mathematics anxiety
- Parental help
- Primary schools
ASJC Scopus subject areas
- Social Psychology
- Education
- Developmental and Educational Psychology
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