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Mathematics Anxiety and Statistics Anxiety. Shared but Also Unshared Components and Antagonistic Contributions to Performance in Statistics.

ABSTRACT: In many social science majors, e.g., psychology, students report high levels of statistics anxiety. However, these majors are often chosen by students who are less prone to mathematics and who might have experienced difficulties and unpleasant feelings in their mathematics courses at school. The present study investigates whether statistics anxiety is a genuine form of anxiety that impairs students' achievements or whether learners mainly transfer previous experiences in mathematics and their anxiety in mathematics to statistics. The relationship between mathematics anxiety and statistics anxiety, their relationship to learning behaviors and to performance in a statistics examination were investigated in a sample of 225 undergraduate psychology students (164 women, 61 men). Data were recorded at three points in time: At the beginning of term students' mathematics anxiety, general proneness to anxiety, school grades, and demographic data were assessed; 2 weeks before the end of term, they completed questionnaires on statistics anxiety and their learning behaviors. At the end of term, examination scores were recorded. Mathematics anxiety and statistics anxiety correlated highly but the comparison of different structural equation models showed that they had genuine and even antagonistic contributions to learning behaviors and performance in the examination. Surprisingly, mathematics anxiety was positively related to performance. It might be that students realized over the course of their first term that knowledge and skills in higher secondary education mathematics are not sufficient to be successful in statistics. Part of mathematics anxiety may then have strengthened positive extrinsic effort motivation by the intention to avoid failure and may have led to higher effort for the exam preparation. However, via statistics anxiety mathematics anxiety also had a negative contribution to performance. Statistics anxiety led to higher procrastination in the structural equation model and, therefore, contributed indirectly and negatively to performance. Furthermore, it had a direct negative impact on performance (probably via increased tension and worry in the exam). The results of the study speak for shared but also unique components of statistics anxiety and mathematics anxiety. They are also important for instruction and give recommendations to learners as well as to instructors.

SUBMITTER: Paechter M

PROVIDER: S-EPMC5522867 | biostudies-other | 2017

REPOSITORIES: biostudies-other

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Project description:BackgroundMathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys' mathematics performance is more negatively affected by MA than girls' performance is. The aim of the current study was to measure girls' and boys' mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies.MethodsFour-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires.ResultsNo gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance. TA was also negatively correlated with mathematics performance, but this relationship was stronger for girls than for boys. When controlling for TA, the negative correlation between MA and performance remained for girls only. Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys.ConclusionsOur study has revealed that secondary school children experience MA. Importantly, we controlled for TA which is typically not controlled for in MA studies. Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance. As well as potentially having a detrimental effect on 'online' mathematics performance, past research has shown that high levels of MA can have negative consequences for later mathematics education. Therefore MA warrants attention in the mathematics classroom, particularly because there is evidence that MA develops during the primary school years. Furthermore, our study showed no gender difference in mathematics performance, despite girls reporting higher levels of MA. These results might suggest that girls may have had the potential to perform better than boys in mathematics however their performance may have been attenuated by their higher levels of MA. Longitudinal research is needed to investigate the development of MA and its effect on mathematics performance.

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Mathematics Anxiety and Statistics Anxiety. Shared but Also Unshared Components and Antagonistic Contributions to Performance in Statistics.

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