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Abstract Background This study aimed to investigate the cognitive and affective factors associated with cross-cultural differences in arithmetic tasks. Methods A total of 404 third- and fourth- graders were recruited from China and Italy to complete exact arithmetic, arithmetic estimation and cognitive tasks (i.e., short-term memory, executive functions, and fluid reasoning). Their mathematical anxiety was also measured. Results The results showed that Chinese children performed better than Italian children in both arithmetic tasks and in shifting task. Italian children performed better in visuospatial updating task and reported higher levels of mathematical anxiety than their Chinese peers. Multi-group path analyses showed that the patterns of relations among cognitive factors (i.e., short-term memory, inhibition and shifting), mathematical anxiety, and arithmetic performance were similar across groups. The only exception was that visuospatial updating uniquely predicted arithmetic estimation for Chinese but not for Italian children. Conclusions Chinese children outperformed their Italian peers in the exact arithmetic task, likely due to the greater emphasis on arithmetic fluency in Chinese mathematics education, both in schools and at home. They also had a slight advantage than Italian peers in the arithmetic estimation task. The unique link between updating and arithmetic estimation found in Chinese children but not Italian children suggests that, although arithmetic estimation is not emphasized in the curricula of either country, instruction and practice in exact arithmetic may enhance Chinese children’s efficiency in solving arithmetic estimation problems.

Penelitian ini didasarkan atas masalah rendahnya kemampuan siswa dalam memecahkan masalah matematis. Tujuan penelitian ini adalah peningkatan kemampuan siswa dalam penyelesaian masalah melalui penerapan model Problem-Based Learning (PBL) berdasarkan independensi belajar setelah mengontrol kecemasan matematis. Penelitian ini termasuk penelitian kuantitatif dengan desain quasi eksperimen posttes only control group melalui rancangan faktorial 2x2. Populasi penelitian ini adalah 430 siswa kelas VII SMP.Negeri 1 Langke Rembong. Penentuan sampel penelitian menggunakan teknik acak sederhana. Teknik pengumpulan data menggunakan tes uraian dan kuesioner. Data dianalisis dengan Two Way Anacova. Hasil penelitian menjelaskan bahwa: 1) terdapat peningkatan kemampuan siswa dalam memecahkan masalah melalui implementasi model PBL dan independensi belajar setelah mengontrol kecemasan matematis. 2) Kemampuan pemecahan masalah dipengaruhi secara interaktif oleh model pembelajaran dan independensi belajar, dengan kecemasan matematis dikendalikan; setelah kecemasan matematis dikontrol, kemampuan pemecahan masalah siswa yang mengikuti model PBL berpengaruh lebih besar daripada pembelajaran konvensional pada siswa independensi belajar tinggi; dan berpengaruh lebih rendah pada siswa independensi belajar rendah. Dengan demikian, kemampuan pemecahan masalah siswa meningkat melalui implementasi PBL berdasarkan independensi belajar setelah mengontrol kecemasan matematis. This research is based on the problem of students' low ability to solve mathematical problems. This study aims to improve students' ability to solve problems by applying the Problem-Based Learning (PBL) model based on learning independence after controlling mathematical anxiety. This study includes quantitative research with a quasi-experimental design of a posttests-only control group through a 2x2 factorial design. The population of this study is 430 students in grade VII of junior high school. Negeri 1 Langke Rembong. The determination of the research sample used a simple random technique. The data collection technique uses a description test and questionnaire. The data were analyzed using Two Way Anacova. The study's results explained that: 1) there was an increase in students' ability to solve problems through implementing the PBL model and learning independence after controlling mathematical anxiety. 2) Problem-solving ability is interactively influenced by the learning model and learning independence, with mathematical anxiety controlled; after mathematical anxiety was controlled, the problem-solving ability of students who followed the PBL model had a more significant effect than conventional learning in students with high learning independence; and has a lower effect on students with low learning independence. Thus, students' problem-solving ability increases through implementing PBL based on learning independence after controlling mathematical anxiety.

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Our mathematical thinking sheds light on how we see our world and what knowledge we have about it. In spite of this, mathematical performance is still mostly measured in calculation skills, and this also predestines the success of learning. So at school, what is important is how correctly we solved the task and not the way we got there. An internationally unique Hungarian-developed test (DPV—Pedagogical Examination of Dyscalculia/Diszkalkulia Pedagógiai Vizsgálata) draws our attention to the opposite of this. The special feature of the test is its criterion orientation, which emphasizes the correctness of mathematical thinking while examining the abilities necessary for learning mathematics. The aim of our study was to investigate, as a function of background variables (gender and socioeconomic status (SES)), (1) whether the abilities and thought processes required for learning mathematics function at an adequate level, (2) what effect these may have on mathematical performance, and (3) to what extent all of this is influenced by mathematical anxiety. Our background variables were gender and socioeconomic status. A total of 999 Hungarian students aged 10–15 participated in our study, including 483 boys and 516 girls. In general, we can say that the development of the skills necessary for learning mathematics is closely related to the students' performance. Nevertheless, it happens that we encounter low performance despite good skills. In several cases, we can experience the presence of anxiety, especially math anxiety, which in most cases, regardless of the level of abilities, negatively affects the success of math learning processes. The findings confirm that socioeconomic status, gender, and performance are risk factors for mathematical anxiety. The following hypotheses have been formulated along the lines of the research objectives set out in the abstract: There are no differences in ability and mathematical performance between boys and girls. Girls are more anxious when they have to solve a mathematical problem. Socioeconomic status predicts ability level and the presence of math anxiety. Mathematical anxiety (MA) modifies the validity of mathematical ability (DPV). [ABSTRACT FROM AUTHOR]

The emergence of various problems during online learning must receive attention, especially for special needs students. For deaf children, online learning problems in mathematics lessons will become more complex due to communication barriers (hearing loss). This study aims to analyze deaf children's mathematical anxiety in learning mathematics and its correlation to the deaf children’s learning outcomes during the Covid-19 pandemic. This research was descriptive and correlational research types. The subject research was deaf children at the SMP Luar Biasa Negeri Tuna Rungu. The study sample was 24 students. Research data was collected by observation, interviews, questionnaires, and tests. The data analysis used was descriptive analysis and simple regression. The results showed that deaf children's mathematical anxiety was very high. The results of the regression analysis show that mathematical anxiety has a significant effect on mathematics learning outcomes. Even though online learning during the pandemic has made the implementation of mathematics learning flexible because it can accommodate different learning styles of children, many obstacles were found in the learning process, given the limitations of deaf children, and they preferred offline learning. The implications of this research are expected to be an evaluation for teachers and deaf children to improve mathematics learning outcomes and to overcome deaf children's mathematical anxiety.

Objective: Mathematical anxiety is a common and often debilitating phenomenon that can hinder students' learning and progress in mathematics. Therefore, identifying the influential factors is essential. This research aims to determine the mediating role of Mental Toughness in the relationship between executive functions, Reinforcement Sensitivity Theory, and mathematical anxiety. Methods: This research is applied in terms of its objective and correlational in terms of data collection. The study population consisted of high school students studying theoretical subjects in the year 1401-1402 in Zanjan, Iran. A sample of 455 students was selected using multi-stage random cluster sampling. Research variables were measured using the following scales: Mental Toughness (McGeown et al., 2016), mathematical anxiety (Hopko et al., 2003), executive functions (Gioia et al., 2015), and Reinforcement Sensitivity Theory (Vecchione, M., & Corr, 2020). Data analysis was performed using SPSS-26 and AMOS-24 software. The research model was evaluated using structural equation modeling fit indices and path analysis. Results: Correlation coefficients indicated that executive functions and the behavioral activation system were capable of directly predicting mathematical anxiety. Significance of the indirect effect suggests that Mental Toughness mediates the relationship between Reinforcement Sensitivity Theory and executive functions. Conclusions: Deficits in executive functions and behavioral inhibition systems lead to decreased Mental Toughness, which, in turn, increases mathematical anxiety. In contrast, optimal functioning of the behavioral activation system increases Mental Toughness, subsequently reducing mathematical anxiety. The research findings, including the practical implications and research recommendations, are discussed. [ABSTRACT FROM AUTHOR]

This article aims to explain the effect of self-efficacy and mathematical anxiety on student learning outcomes in economic statistics courses. The research respondents were 50 students of the Economics and Sharia Banking Study Program of STES Manna Wa Salwa who had taken the Economic Statistics course. The instruments used in this study were tests and non-tests. Tests are used to measure student economic statistics learning outcomes. While non-tests in the form of self-efficacy questionnaires and mathematical anxiety questionnaires have as many as 20 statement items. Data collection in the form of tests and questionnaires was carried out after the last meeting of the economic statistics lecture. Data analysis using multiple linear regression tests. The results found a significant influence between self-efficacy on student learning outcomes, there is no significant influence between math anxiety on student learning outcomes, and there is a significant influence between self-efficacy and math anxiety together on student learning achievement by 22.7%. Based on the results of the study, we conclude that self-efficacy has a relationship with mathematical anxiety, besides that it is found that students with high mathematical anxiety have high learning outcomes in economic statistics.

The study of the affective domain has grown in relevance ever since educators and researchers showed its influence in the process of teaching and learning, playing a fundamental role in the evolution of student learning. Anxiety is one component of the affective domain. The study of mathematical anxiety in pre-service primary teachers at university is the focus of this study. We analyse mathematical anxiety by examining specific data from the sample (age, gender, the subjects they studied in upper-secondary education, and academic performance). One hundred and nineteen students from the Primary Education degree completed the mathematical anxiety questionnaire, obtaining an average anxiety score considered negative (3.08 above the neutral value of 3). The results show a high anxiety toward examinations (3.68) and a negative relation with academic performance. Furthermore, the results show that women, 19-year-old university students, and those from a humanities-based upper-secondary education present greater levels of anxiety than men, older students, or students from other areas of upper-secondary education, respectively. All values of mathematical anxiety are higher than pre-pandemic levels. We can conclude from the studied sample that the students show low–medium global anxiety over mathematics, medium anxiety over problem solving, and high anxiety about exams. [ABSTRACT FROM AUTHOR]

Introduction: Mathematics is a fundamental subject with significant implications in education and neuroscience. Understanding the cognitive processes underlying mathematical cognition is crucial for enhancing educational practices. However, mathematical cognitive impairment and anxiety significantly hinder learning and application in this field. This systematic literature review aims to investigate the neuroscience basis and effective educational interventions for these challenges. Methods: The review involved a comprehensive screening of 62 research articles that meet the ESSA evidence levels from multiple databases. The selection criteria focused on studies employing various methodologies, including behavioral experiments and neuroimaging techniques, to explore the neuroscience underpinnings and educational interventions related to mathematical cognitive impairment and anxiety. Results: The review identified key themes and insights into the neuroscience basis of mathematical cognitive impairment and anxiety. It also examined their impact on educational practices, highlighting the interplay between cognitive processes and educational outcomes. The analysis of these studies revealed significant findings on how these impairments and anxieties manifest and can be addressed in educational settings. Discussion: The review critically analyzes the shortcomings of existing research, noting gaps and limitations in current understanding and methodologies. It emphasizes the need for more comprehensive and diverse studies to better understand these phenomena. The discussion also suggests new directions and potential improvement strategies for future research, aiming to contribute to more effective educational interventions and enhanced learning experiences in mathematics. Conclusion: This systematic review provides valuable insights into the neuroscience basis of mathematical cognitive impairment and anxiety, offering a foundation for developing more effective educational strategies. It underscores the importance of continued research in this area to improve educational outcomes and support learners facing these challenges. [ABSTRACT FROM AUTHOR]

Background: The debate on using concrete versus abstract materials in learning mathematics has been longstanding. For decades, research has focused on the physical characteristics of materials when defining them as concrete or abstract. Aims: This study extends the field by proposing a two‐dimensional classification, which defines materials as concrete or abstract based on the two dimensions of representation, namely object (i.e., appearance) and language (i.e., label). Sample: A total of 120 university students participated in the study. Methods: Participants were randomly assigned to learn the concept of modular arithmetic with one of four types of learning materials: concrete object labelled with concrete language, concrete object labelled with abstract language, abstract object labelled with concrete language and abstract object labelled with abstract language. They were also divided into high and low maths anxiety groups. Results: Results showed that the students who learnt with abstract objects, regardless of the level of maths anxiety, outperformed their peers who learnt with concrete objects. However, for students with low maths anxiety only, those who learnt with materials labelled with abstract language showed better far‐transfer performance compared with those who learnt with materials labelled with concrete language. Conclusions: The findings offer a new direction in the conceptualization of concrete and abstract learning materials by specifying the dimensions of representation. [ABSTRACT FROM AUTHOR]

Our mathematical thinking sheds light on how we see our world and what knowledge we have about it. In spite of this, mathematical performance is still mostly measured in calculation skills, and this also predestines the success of learning. So at school, what is important is how correctly we solved the task and not the way we got there. An internationally unique Hungarian-developed test (DPV—Pedagogical Examination of Dyscalculia/Diszkalkulia Pedagógiai Vizsgálata) draws our attention to the opposite of this. The special feature of the test is its criterion orientation, which emphasizes the correctness of mathematical thinking while examining the abilities necessary for learning mathematics. The aim of our study was to investigate, as a function of background variables (gender and socioeconomic status (SES)), (1) whether the abilities and thought processes required for learning mathematics function at an adequate level, (2) what effect these may have on mathematical performance, and (3) to what extent all of this is influenced by mathematical anxiety. Our background variables were gender and socioeconomic status. A total of 999 Hungarian students aged 10–15 participated in our study, including 483 boys and 516 girls. In general, we can say that the development of the skills necessary for learning mathematics is closely related to the students’ performance. Nevertheless, it happens that we encounter low performance despite good skills. In several cases, we can experience the presence of anxiety, especially math anxiety, which in most cases, regardless of the level of abilities, negatively affects the success of math learning processes. The findings confirm that socioeconomic status, gender, and performance are risk factors for mathematical anxiety. The following hypotheses have been formulated along the lines of the research objectives set out in the abstract: There are no differences in ability and mathematical performance between boys and girls. Girls are more anxious when they have to solve a mathematical problem. Socioeconomic status predicts ability level and the presence of math anxiety. Mathematical anxiety (MA) modifies the validity of mathematical ability (DPV).

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mesure et Évaluation en Éducation is the property of ADMEE-Canada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present research aims to address anxiety in mathematics and the performance of the faculties of Education Sciences, Social Sciences, Philosophy, and Humanities at the University of Bolivar. The objective of this study is to analyze the relationship between mathematical anxiety and academic performance in university students, in order to identify the different factors that contribute to mathematical anxiety and its effect on student achievement. The instrument used in this study was the Academic Anxiety Questionnaire (AMAS C), which allows for the evaluation of anxiety levels in individuals. The results obtained indicate that students in the Mathematics and Physics Pedagogy program have a high level of anxiety, thus confirming that they face difficulties in the field of mathematics according to different diagnoses used. [ABSTRACT FROM AUTHOR]

Mathematical anxiety is often considered a negative influence factor on students' academic performance. Given this assumption, this research was developed, which bases its data collection on two instruments developed expressly, which were applied to a sample of 215 students enrolled in the first semester of the Faculty of Engineering of the Autonomous University of Chihuahua (UACH), Mexico, with a research design characterized by being quantitative, non-experimental and crosssectional. The study findings indicate that the participants present: (1) average level of mathematical anxiety; (2) outstanding level in mathematical thinking; and (3) coarse coordination of values in Covariational reasoning. From the results obtained, it is concluded that the relevance of this study is characterized by two situations: (1) the little research development addressed on the subject, especially with a focus on engineering university students; (2) the possibility of carrying out similar diagnoses on the previous contexts of new students; and (3) the derivation of strategies to improve admission and permanence processes

The study of the affective domain has grown in relevance ever since educators and researchers showed its influence in the process of teaching and learning, playing a fundamental role in the evolution of student learning. Anxiety is one component of the affective domain. The study of mathematical anxiety in pre-service primary teachers at university is the focus of this study. We analyse mathematical anxiety by examining specific data from the sample (age, gender, the subjects they studied in upper-secondary education, and academic performance). One hundred and nineteen students from the Primary Education degree completed the mathematical anxiety questionnaire, obtaining an average anxiety score considered negative (3.08 above the neutral value of 3). The results show a high anxiety toward examinations (3.68) and a negative relation with academic performance. Furthermore, the results show that women, 19-year-old university students, and those from a humanities-based upper-secondary education present greater levels of anxiety than men, older students, or students from other areas of upper-secondary education, respectively. All values of mathematical anxiety are higher than pre-pandemic levels. We can conclude from the studied sample that the students show low–medium global anxiety over mathematics, medium anxiety over problem solving, and high anxiety about exams.

Dans une étude antérieure (Vohl & Loye, 2024), nous avons montré qu’en moyenne, les filles québécoises francophones de 15 ans se disent davantage anxieuses à l’égard des mathématiques que les garçons et ce, sur l’ensemble du continuum des performances. Nous avons également montré que performances en mathématique et anxiété mathématique sont deux phénomènes négativement corrélés. Dans le présent article, nous souhaitons identifier des facteurs qui pourraient permettre d’expliquer les écarts d’anxiété mathématique observés entre les filles et les garçons. En prenant appui sur le modèle du contrôle et de la valeur de Pekrun (2006), nous vérifions si les écarts de concept de soi, de valeur intrinsèque et de valeur utilitaire observés entre les filles et les garçons expliquent complètement les écarts d’anxiété mathématique. Nos résultats révèlent que les écarts de concept de soi expliquent près de 70 % des écarts d’anxiété mathématique relevés chez les élèves francophones du Québec.

Penelitian deskriptif kualitatif ini dilakukan dengan tujuan untuk mendeskripsikan tingkat kecemasan matematis mahasiswa dalam mengikuti pembelajaran online dibandingkan dengan pembelajaran offline. Subjek penelitian ini diambil menggunakan secara purposive dengan melibatkan mahasiswa Program Studi Pendidikan Matematika FKIP Universitas Lampung semester genap pada tahun akademik 2019/2020. Data dikumpulkan melalui skala kecemasan matematis dan pedoman wawancara. Analisis data penelitian ini meliputi reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Berdasarkan hasil penelitian dan pembahasan, diperoleh simpulan bahwa (1) tingkat kecemasan matematis mahasiswa yang mengikuti pembelajaran online lebih tinggi dibandingkan pembelajaran offline dan (2) pada aspek kognitif dan afektif, tingkat kecemasan matematis mahasiswa yang mengikuti pembelajaran online lebih tinggi dibandingkan pembelajaran offline. Pada aspek fisiologis, tingkat kecemasan matematis mahasiswa yang mengikuti pembelajaran offline lebih tinggi dibandingkan pembelajaran online. Hasil penelitian menjadi masukan dalam merancang pembelajaran yang mampu meminimalisasi kecemasan matematis mahasiswa dalam mengikuti pembelajaran online. This qualitative descriptive study was conducted with the aim of describing students' mathematical anxiety levels in participating in online learning compared to offline learning. The subjects of this study were taken using purposive by involving students of the Mathematics Education, FKIP Universitas Lampung, even semesters in the academic year of 2019/2020. Data were collected through mathematical anxiety scale and interview guidelines. The data analysis of this research includes data reduction, data presentation, conclusion drawing and verification. Based on the results of research and discussion, it is concluded that (1) the level of mathematical anxiety of students who take online learning is higher than offline learning, (2) on the cognitive and affective aspects, the level of mathematical anxiety of students who take online learning is higher than offline learning. On the physiological aspect, the level of mathematical anxiety of students taking offline learning is higher than online learning. The results of this research become input in designing learning that is able to minimize students' mathematical anxiety in participating in online learning.

Mathematical anxiety is a constant obstacle experienced by pre-service Biology Teachers in developing their quantitative abilities. Project-based transdisciplinary assessment is one type of transdisciplinary application that has not been widely explored to solve this problem. Project-based transdisciplinary assessment in form of mini-research with the topic “Data Collection on local wisdom in each area”. The aim of this study is to determine the impact of implementing project-based transdisciplinary assessment on reducing mathematics anxiety among 23 pre-service biology Teachers. This study used a pre-experimental method with a pre-test and post-test design with one non-randomized group. The pre-test and post-test were carried out using the AMAS (Abbreviated Math Anxiety Scale) questionnaire. Data were analyzed using descriptive statistics and the Wilcoxon signed ranks test. Statistical results of this study show no significant difference in mathematics anxiety before and after the implementation of the project-based transdisciplinary assessment with a z value of-0.163 and a p-value of 0.87. Based on the aspect of mathematics anxiety, there is also no significant difference in mathematics learning anxiety and mathematics evaluation anxiety when compared before and after the implementation of project-based transdisciplinary assessment with each z value = -0.664, p = 0.506 and z = -0.931 and p = 0.352. The implication of this research is the need for a continuous, collaborative and institutional effort in the transdisciplinary application so as to improve the quantitative abilities of pre-service Biology Teachers.

The aim of this study was to investigate the mediating role of academic rigidity in the relationship between mathematical academic beliefs and mathematical anxiety in students. The research method was descriptive-correlation based on structural equations. The statistical population of the present study consisted of all 2710 male students of the first year of the ninth grade of public schools in Tehran's 4th district in the academic year 1399-1400. In this study, 300 people were selected as a sample size by a two-stage cluster sampling method. To collect data, Plick and Parker (1982) Mathematical Anxiety Questionnaire, Leder and Forges (2002) Mathematical Academic Beliefs Questionnaire, Academic Hardness Questionnaire were collected. Benshik et al. (2005) were used. Structural regression equations with SPSS18 and AMOS23 software were used to analyze the data. Findings showed that academic math beliefs and academic toughness have a direct effect on math anxiety in students. Also, mathematical academic beliefs have a significant effect on mathematical anxiety through the mediation of academic hardiness in students. In general, the research model was approved. The present study shows the importance of cognitive factors in explaining mathematical anxiety.

Mathematics anxiety has always been an interesting topic to study and discuss in the world of education. This study aimed to (1) investigate the impact of teacher roles, mathematics content, and mathematics anxiety on learning motivation, and (2) explore how students manage mathematics anxiety as a stimulus in learning motivation. This research used mixed methods with embedded concurrent design. The research sample was 100 respondents. The questionnaire instrument was arranged based on a Likert scale with 5 answer choices. This study used a structural equation model and confirmatory factor analysis as data analysis methods. The research findings indicated that: (1) a significant direct impact emerged between mathematics anxiety and students' learning motivation, and there was an indirect impact between the teacher's role and mathematics content on learning motivation; (2) students could manage mathematics anxiety when they were in optimal anxiety or positive anxiety so that they could overcome mathematics anxiety as a stimulus for achievement and deconstruct anxiety into motivation according to experience and personal resources. Results of this study confirmed that the statements about mathematics anxiety which always has a negative impact on motivation and learning achievement is not universal, because mathematics anxiety does not always have a negative impact on motivation and learning achievement if this anxiety is managed effectively. [ABSTRACT FROM AUTHOR]

This study explored the association between out-of-school physical activity (PA) and mathematical achievement in relation to mathematical anxiety (MA), as well as the influence of parents' support for their children's physical activity on this association, to examine whether parental support for physical activity affects mental health and academic performance. Data were collected from the responses of 22,509 (52.9% boys) children in Grade 4 from six provinces across eastern, central, and western China who completed the mathematics component and the physical education and health component of the national-level education quality assessment. A moderated moderated-mediation model was tested using PROCESS v3.4 and SPSS v19.0, with socioeconomic status, school location, and body mass index as controlled variables. Out-of-school physical activity had a positive effect on children's mathematical achievement, and math anxiety partially mediated this association. The indices of conditional moderated mediation through the parental support of both girls and boys were, respectively, significant, indicating that children can benefit from physical activity, and that increased perceived parental support for physical activity can alleviate their children's math anxiety and improve their mathematics, regardless of gender. However, gender differences were observed in the influence of parental support for physical activity on anxiety: Although girls' math anxiety levels were significantly higher, the anxiety levels of girls with high parental support were significantly lower than those of boys with low parental support. [ABSTRACT FROM AUTHOR]

This study explored the association between out-of-school physical activity (PA) and mathematical achievement in relation to mathematical anxiety (MA), as well as the influence of parents’ support for their children’s physical activity on this association, to examine whether parental support for physical activity affects mental health and academic performance. Data were collected from the responses of 22,509 (52.9% boys) children in Grade 4 from six provinces across eastern, central, and western China who completed the mathematics component and the physical education and health component of the national-level education quality assessment. A moderated moderated-mediation model was tested using PROCESS v3.4 and SPSS v19.0, with socioeconomic status, school location, and body mass index as controlled variables. Out-of-school physical activity had a positive effect on children’s mathematical achievement, and math anxiety partially mediated this association. The indices of conditional moderated mediation through the parental support of both girls and boys were, respectively, significant, indicating that children can benefit from physical activity, and that increased perceived parental support for physical activity can alleviate their children’s math anxiety and improve their mathematics, regardless of gender. However, gender differences were observed in the influence of parental support for physical activity on anxiety: Although girls’ math anxiety levels were significantly higher, the anxiety levels of girls with high parental support were significantly lower than those of boys with low parental support.

The main purpose of this study was to investigate the relationship between personality traits, fear of negative evaluation and perceived stress in predicting mathematical anxiety. The research method was descriptive and correlational. The statistical population of this study consisted of all grade one students of secondary school in the 2020 academic year (N=17,613). 375 people were selected as a statistical sample based on Cochran's formula and using a random cluster method and responded tothe perceived stress questionnaires of Bauer et al., big-five personality traits of McRee and Costa, Plake and Parker mathematical anxiety, and Leary fear of negative evaluation. Pearson correlation and multivariate regression tests were used to analyze the data. The results of the diagram show the fact that there is a significant relationship between personality traits, fear of negative evaluation and perceived stress with mathematical anxiety (p <0.05). Multivariate regression showed that neurosis and perceived stress were positively significant and flexibility was negatively significant, and they were the highest predictors of mathematical anxiety in this study. According to the obtained result, it is suggested to pay attention to psychological factors to reduce mathematical anxiety. [ABSTRACT FROM AUTHOR]

This study aims to describe mathematical anxiety in solving students' mathematical problems. This type of research is qualitative research with a case study method. The subjects in this study consisted of 1 student who had a high level of anxiety. The technique of taking the subject is by using a purposive sampling technique. Data collection techniques using questionnaires, tests, and interviews. The instruments used were mathematical anxiety questionnaires, tests of mathematical problem-solving abilities, and interviews. The result shows that the subject has difficulty solving mathematical problems. It shows that the subject with high anxiety is not optimal in solving mathematical problem-solving problems. Thus, students with high anxiety need specific treatments or require the application of fun learning to optimize their mathematical problem-solving abilities

Mathematics constitutes a foundation in the training of engineering students because their competence in this reasoning will be utilised as a tool for the resolution of real problems when inserted in the productive sector and throughout their professional life. The purpose of this causal comparative research study was to determine the difference in learning math anxiety and math evaluation anxiety for engineering students at two universities with different cultural backgrounds. The sample included 20 engineering students from the south-eastern United States and 88 engineering students from Colombia. The English and Spanish version of the AMAS, which contained nine items was divided into two subscales, used to collect data. A series of two-way factorial ANOVAs were conducted to answer the research questions that are related to cultural background, gender and the interaction effect between cultural group and gender. The results indicated there was a statistically significant difference in learning maths anxiety when comparing the two cultures.

Both male and female students tend to experience anxiety when learning mathematics. Mathematical anxiety can be overcome by each student depending on the student's self-efficacy. The level of mathematical anxiety and the ability of self-efficacy are assumed to have different tendencies when viewed from a gender perspective. So, this study aims to analyze mathematical anxiety and self-efficacy based on gender differences. The method used in this study is a quantitative method with comparative causal research design. The population in this study were students of Junior High School, with Cluster Sampling techniques obtained by 38 students as the research sample. The instrument used was a questionnaire. with data analysis techniques using independent sample t-test. Based on the results of the study, it has a small tendency towards mathematical anxiety between male and female students. where female students are more anxious when compared to male students. Whereas in student self-efficacy there is no difference between male and female students.

The purpose of this study is to analyze students' psychological dispositions about student learning anxiety and happiness on the level of education. Elementary school, Junior high school and Senior High School students in the city of Cirebon were the subjects in this study. Mixed methods research with a sequential transformative strategy model was chosen to answer the problem of this research. Through a stratified random sampling technique, two types of research data were obtained; quantitative and qualitative data. Both of these data were analyzed by two data analysis techniques. Quantitative data analysis used is chi-square and contingency correlation, while qualitative data analysis uses triangulation of data sources. The results showed that there were differences in the level of mathematics anxiety and learning happiness of students at each level of education. Senior High School students have a high level of math anxiety when compared to elementary and Junior high school students. While in terms of happiness learn, students the elementary school is happier learning when compared to the other two types of students. This condition is also strengthened by the existence of a significant relationship between mathematics anxiety and happiness learn student with the level of education

Mathematical anxiety (MA) is defined as a feeling of tension, apprehension, or fear that interferes with mathematical performance in various daily or academic situations. Cognitive consequences of MA have been studied a lot and revealed that MA seriously affects solving the complex problem due to the corruption of working memory (WM). The corruption of WM caused by MA is well documented in behavioral level, but the involved neurophysiological processes have not been properly addressed, despite the recent attention drawn on the neural basis of MA. This is the second part of our study that intents to investigate the neurophysiological aspects of MA and its implications to WM. In the first study, we saw how MA affects the early stages of numeric stimuli processes as the WM indirectly using event-related potentials in scalp electroencephalographic (EEG) signals. This paper goes one step further to investigate the cortical activations, obtained by the multichannel EEG recordings as well as the cortical functional networks in three WM tasks with increasing difficulty. Our results indicate that the high-math anxious (HMA) group activated more areas linked with negative emotions, pain, and fear, while the low-math anxious (LMA) group activated regions related to the encoding and retrieval processes of the WM. Functional connectivity analysis also reveals that the LMAs' brain has got more structured cortical networks with increased connectivity in areas related to WM, such as the frontal cortex, while the HMAs' brain has a more diffused and unstructured network, superimposing the evidence that the structured processes of WM are corrupted.

The main goal of the present study was to explore strategy selection in high mathematical anxiety (MA) individuals, and to test the role of development in the selection of strategy. We tested 2nd, 3rd and 5th graders with high or low MA in simple and complex addition problems. Participants first solved the problems and were then asked to report the strategy that they used. During elementary school, typically developing children change strategy use. In the first years backup strategies of counting are very frequent, but with maturation and schooling, they can shift to memory- based strategies. Hence, we tested finger counting and advanced memory based strategies in high MA children. In finger counting, high MA children showed developmental delay. For example, in the third grade, low MA children stopped using finger counting, while high MA participants continued to use it. However, in the case of advanced strategy use, we found a different pattern: regardless of age, high MA children used less advanced strategies than low MA participants. Moreover, usage of advanced memory based strategies was modulated by visuospatial working memory abilities in the two groups. The present results suggest that the MA participant has atypical developmental trajectories in strategy use.

Background: The literature shows that mathematical achievement can be influenced by affective factors, metacognitive abilities, and personality traits. The aim of the present study is to investigate the relationship between mathematical achievement, mathematical anxiety, perfectionism, and metacognitive abilities in a sample of secondary school students. Method: The sample was composed of 272 students of secondary school, 43.8% males, and 56.3%, with an average age of 12.08 (SD=.89). The Evaluate Metacognition, Negative Attitudes, and Mathematics Anxiety, and the Almost Perfect Scale were administered, while the data on academic performance in mathematics was based on the average scores earned on written tests across all participants during the current school year. Correlational and path analyses were performed. Results: The results showed significant correlations between the variables investigated. Furthermore, mathematics achievement was positively predicted by control in performing, mathematics attitudes, beliefs related to mathematics, and adaptive perfectionism, while it was negatively predicted by math anxiety, and maladaptive perfectionism. Conclusion: This study has important educational implications for teachers as it highlights the role of metacognitive, affective, and personality factors in the learning and achievement of mathematics.

This study aims to analyze the influence of mathematical anxiety effects (X1), mathematical stress problems (X2) and self-regulated learning (X3) to the mathematics learning outcomes materials algebra operation (Y) in the seventh grade students of SMP Negeri 1 Tugu Trenggalek. This research uses a quantitative approach with causal causative research. Data analysis techniques in this study using multiple regression analysis. Based on the results of data analysis, simultaneously on multiple linear regression, there is influence between mathematical anxiety (X1), mathematical stress problem (X2) and self-regulated learning (X3) to the mathematics learning outcomes equal to 44,6% with regression equation Y = 100,365 + (- 0,619) X1 + (- 0.572) X2 + 0.449X3. Mathematical anxiety and mathematical stress problem negatively affects the mathematics learning outcomes, beside that self-regulated learning have a positive effect on mathematics learning outcomes.

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This study investigated the mediating roles of self-efficacy and anxiety on the effects of teacher–student relationship on mathematical problem-solving ability. A total of 1667 fifth graders from central China participated in the large-scale survey. The findings indicated that (1) teacher–student relationship had a direct and positive effect on students' mathematical problem-solving ability; (2) the positive link between teacher–student relationship and mathematical problem-solving ability was partially mediated through self-efficacy; (3) the teacher–student relationship affected students' mathematical problem-solving ability through self-efficacy and maths anxiety, but the effect of self-efficacy on mathematical anxiety was smaller. Implications for the importance of teacher–student relationships in education as well as suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

Mathematics constitutes a foundation in the training of engineering students because their competence in this reasoning will be utilised as a tool for the resolution of real problems when inserted in the productive sector and throughout their professional life. The purpose of this causal comparative research study was to determine the difference in learning math anxiety and math evaluation anxiety for engineering students at two universities with different cultural backgrounds. The sample included 20 engineering students from the south-eastern United States and 88 engineering students from Colombia. The English and Spanish version of the AMAS, which contained nine items was divided into two subscales, used to collect data. A series of two-way factorial ANOVAs were conducted to answer the research questions that are related to cultural background, gender and the interaction effect between cultural group and gender. The results indicated there was a statistically significant difference in learning maths anxiety when comparing the two cultures. [ABSTRACT FROM AUTHOR]

Mathematical anxiety is a phenomenon linked to poor attainment in mathematics and restricted development of mathematical skills among those who are afflicted by it. Unfortunately most undergraduate courses in business related areas require the further study of mathematics to enable effective business decision making and students who suffer from mathematical anxiety are placed at risk of underperformance or failure in such quantitative modules. This paper summarizes the results of a survey (n = 330) of students joining a university business school with a view to ascertaining the degree of mathematical anxiety exhibited by incoming students. Results of the survey show no significant differences in anxiety attributable to age or gender but significant differences attributable to level of study and subject area. Implications of the findings for a redesigned teaching approach are discussed drawing on suggestions from the literature surrounding mathematical anxiety.

Current theoretical approaches suggest that mathematical anxiety (MA) manifests itself as a weakness in quantity manipulations. This study is the first to examine automatic versus intentional processing of numerical information using the numerical Stroop paradigm in participants with high MA. To manipulate anxiety levels, we combined the numerical Stroop task with an affective priming paradigm. We took a group of college students with high MA and compared their performance to a group of participants with low MA. Under low anxiety conditions (neutral priming), participants with high MA showed relatively intact number processing abilities. However, under high anxiety conditions (mathematical priming), participants with high MA showed (1) higher processing of the non-numerical irrelevant information, which aligns with the theoretical view regarding deficits in selective attention in anxiety and (2) an abnormal numerical distance effect. These results demonstrate that abnormal, basic numerical processing in MA is context related. [ABSTRACT FROM AUTHOR]