Mousayeb Yarmohammadi Vasel (PhD)
Volume 5, Issue 14 , July 2009, , Pages 20-41
Abstract
The purpose of this study was to find out the relationship between Math Anxiety with low academic achievement and Predictors of Math Anxiety in Guidance schools. The research method was retrospective cohort and causal comparative study. In this study, the subjects were recruited from North Khorasan province. ...
Read More
The purpose of this study was to find out the relationship between Math Anxiety with low academic achievement and Predictors of Math Anxiety in Guidance schools. The research method was retrospective cohort and causal comparative study. In this study, the subjects were recruited from North Khorasan province. The research statistical population comprised all pupils with low academic achievement in mathematic (their mathematic scores was lower than 10). The sample included 438 pupils (288 with low mathematic achievement and 150 with high mathematic achievement) who were chosen using cluster and stratified sampling method. The instruments were a wide range of topics, including demographic information, behavioral of teachers and parental, mathematic self-concept Inventory, mathematic anxiety Inventory, mathematic motivation Inventory, and educational motivation Inventory. The results revealed that the rate of academic drop out was 25/13%, and there was a negative relationship between math anxiety and performance mathematic (-0.51). The variables of mathematic self-concept, mathematic motivation, educational motivation and the effort of pupils had negative relationship with math anxiety. It has also been identified key factors behavioral of teachers and parental, mathematic self-concept, mathematic motivation, social participation, goal orientation and self assurance that can be considered as early predictors of mathematic anxiety. This may help administrators and teachers enhance their ability to prevent and treat mathematics anxiety through better instruction to their pupils.
