A Cross-National Study of Mathematics Anxiety

Autor/inn/en	Yuan, Zhenguo; Tan, Jiang; Ye, Renmin
Titel	A Cross-National Study of Mathematics Anxiety
Quelle	In: Asia-Pacific Education Researcher, 32 (2023) 3, S.295-306 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ye, Renmin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-022-00652-7
Schlagwörter	Mathematics Anxiety; Foreign Countries; International Assessment; Achievement Tests; Secondary School Students; Homework; Grades (Scholastic); Mathematics Tests; Scores; Student Interests; Mathematics Skills; Attribution Theory; Self Concept; Mathematics Achievement; Teaching Methods; Parent Influence; Indonesia; South Korea; Malaysia; China (Shanghai); Singapore; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Hausaufgabe; Notenspiegel; Studieninteresse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Selbstkonzept; Mathmatics sikills; Mathematical ability; Teaching method; Lehrmethode; Unterrichtsmethode; Indonesien; Korea; Republik; Singapur
Abstract	Using an international education database, PISA 2012, this study compares 15-year-old students' mathematics anxiety and its relationships with educational issues among five Asia Pacific economies (Indonesia, Korea, Malaysia, Shanghai, & Singapore), using descriptive, figural, partial correlative, multiple regressive, and factor analysis methods. The main variable, math anxiety, is made up primarily from six of ten items around student worry, tense, nervousness, or helplessness for mathematics difficulties, homework, tough problems, or poor grades. New findings present a perspective of student math anxiety and its impacts across economies with three different models: math anxiety has strong negative correlations with student standardized test scores, interests, and knowledge of mathematics in all economies; it has reverse relations with student abilities, importance, self-attribution in the high and low achievement economies; and it has weak correlations with teaching methods, parents' influences, or friends' performances. This study also discusses a series of questions for further study in mathematics learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01