A comparison of two models for predicting mathematics performance: Social learning versus math aptitude–anxiety (original) (raw)
Related papers
SzrmmaY.-This study proposed and tested a model of mathematics achievement and its relations to antecedent and subsequent factors using structural equauons mod-eling. A sample of elementary school students in Al-Ain school district (n=394) completed an Arabic version of the Self-description Questionnaire as well as a questionnaire measuring h e i r perception of the importance of mathematics, anxiety about it, and the amount of effort they exerted in studying. Mathematics grades were obtained from the official school records. Importance and effort were positively related to achievement which in turn had a positive path coefficient to self-concept and a negative path to anxiety. The hypothesized model explained 40%, a%, and 73% of the variance in achievement, self-concepr, and anxiery, respectively. The results can be interpreted as indicating that achievement is an important outcome and antecedent construct within h e proposed model. Over the past few decades, numerous theorists and researchers have attempted to understand achievement, its determinants, and the origins of those determinants. The model of achievement behaviors (
The purpose of this study was to examine first year students' mathematics anxiety, enjoyment of mathematics, value of mathematics, self-efficacy beliefs and prior performance as predictors of performance on a first year university mathematics course (Applied mathematics I). Data were collected from 225 first year undergraduate students at Bahir Dar University at the beginning and at the end of the course. A rating scale measuring anxiety (11 items), enjoyment of mathematics (14 items), value of mathematics (14 items), mathematics problem solving self-efficacy (9 items) and mathematics tasks self-efficacy (9 items) was used to collect data. The items were adapted from the literature. The participants' prior performance was assessed by preparing a test from contents of high school mathematics and their performance on the Applied Mathematics course was measured by preparing a test consisting of representative items from the chapters of the course. One-sample t-tests and multiple regression analyses were used to analyze the data. Results revealed that the participants had lower mathematics anxiety, higher level of mathematics enjoyment and value of mathematics. But self-efficacy beliefs were found to be below expected levels. Results from the regression analyses depicted that mathematics enjoyment and mathematics tasks self-efficacy were found to be significant predictors of mathematics problem solving self-efficacy. On the other hand, prior achievement (performance on pre-university mathematics) and self-efficacy beliefs were found to be significant predictors of performance on the university mathematics course. The results imply the need for enhancing students' self-efficacy beliefs so as to promote their mathematics performance.
This study examines the relationship between gender, age, general mental ability, anxiety, mathematics self-efficacy and achievement in mathematics among senior secondary school students in Oyo State, Nigeria. Using multiple regression (stepwise) statistical procedures on the data collected from 1,099 SS2 students, results reveal that mathematics self-efficacy, gender and anxiety have significant correlations with student's achievement in mathematics. Mathematics self-efficacy is the best predictor of mathematics achievement followed by gender and anxiety. The need for educational stakeholders and curriculum planners to design programmes that will enhance mathematics self-efficacy of students was discussed.
Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables
Mathematics
The current society is based on science and technology, depending partly on mathematics. It leads to citizens’ success in school mathematics, being measured through achievement, which can be predicted by affective, cognitive, and behavioral variables. The aim of this study was to determine the extent to which self-concept, learning strategies, attitude towards science and mathematics, school environment, and previous scores in science and mathematics predict achievement in mathematics. A convenience sample of 352 pupils taking part in a science, technology, engineering, and mathematics (STEM) experimentation outreach program belonging to state schools and state-funded schools from rural and urban environments was analysed. The instrument was composed of the Auzmendi scale of attitude towards mathematics modified, the attitude towards school science, the AUDIM questionnaire for self-concept (physical, social, personal, academic, and general), and the CEA questionnaire for learning st...
The interplay of math anxiety and math competence for later performance
Social Psychology of Education
Math anxiety’s negative effects on performance are well-documented. The interplay of math anxiety and mathematical competence regarding later performance is underexplored. We investigated whether math anxiety’s detrimental effects on learning depend on previous mathematical competence. Hypothesizing a moderation effect, we expected that trait math anxiety should affect pupils of higher competence to a greater extent than pupils with lesser competence. Based on 8th graders in secondary school, we found the expected interaction of math anxiety and math competence (represented by previous math grade) predicting performance three months later. The interaction of math anxiety and math competence on later performance remained despite controlling for math self-concept and gender (and previous topic-specific performance). The moderation showed differential slopes for the effects of math competence on later performance depending on trait math anxiety: At lower competence levels, math anxiety...