Author:
Çiftçi Koza,Karadağ Engin
Abstract
The aim of this study was to investigate the effects of the strategy of coping with mathematics on math anxiety and achievement. From the population of teacher candidates in Turkey, a total of 255 students from one state university were recruited through a combination of convenience and purposive sampling and willingness to participate in the present study. Data were collected from the participants using Mathematics Anxiety Rating Scale-Short Version (MARS-SV) and Coping with Mathematics Scale-Short Version (CMS-SV). MANOVA results showed differences on the levels of math anxiety depending on the participants' coping strategies. For example; Those using the coping focused on solving the problem strategy were less anxious in mathematics. In addition, women experienced more mathematics test anxiety than men. Finally, a negative significant correlation was found between mathematics course anxiety and calculation anxiety and GPA score.
Publisher
Centre for Evaluation in Education and Science (CEON/CEES)
Reference44 articles.
1. Ader, E., & Erktin, E. (2010). Coping as self-regulation of anxiety: A model for math achievement in high-stakes tests. Cognition, Brain, Behavior, 14(4), 311;
2. Ader, E., & Erktin, E. (2012). Development of the revised form of the coping with mathematics scale. Procedia-Social and Behavioral Sciences, 47, 974-980;
3. Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11, 181-185;
4. Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic bulletin & review, 14(2), 243-248;
5. Baloğlu M., & Harris, M. C. (2004). Çeşitli başa çıkma yolları ile matematik kaygısı arasındaki ilişki. Eurasian Journal of Educational Research, 16, 95-101;