Various studies have highlighted the important influence of math ability in a numerate society. In this study, we investigated the influence of emotional (math anxiety and math enjoyment) and cognitive-motivational (math self-efficacy) factors on math performance. Participants were 145 fifth-grade students (84 boys and 61 girls). The results…

Students' attitudes can be influential in the emotions experienced in mathematics learning and achievement at school. Two important judgements, according to Control-Value Theory are degree of control a student has over, and the value attached to, learning activities or outcomes. Appraisals of control and value are believed to play a central role…

Mathematics anxiety is a significant problem in education that affects students' learning outcomes, academic success, and well-being. This systematic literature review aimed to explore the role of technological interventions in reducing mathematics anxiety and promoting positive learning experiences in mathematics learning. Our findings revealed a…

The purpose of this quantitative, quasi-experimental, nonequivalent comparison-group design was to determine if "How to Learn Math: for Students" (Boaler, 2018) had a statistically significant influence on eighth-grade students' mathematical anxiety and mathematical achievement. Participants included eighth-grade students (n = 28) in a…

Understanding young children's attitudes towards mathematics provides insights into their lived mathematical experiences. It has long been recognized that attitudes towards mathematics have a profound influence on mathematical achievement. Despite the considerable amount of research into students' attitudes toward mathematics, limited research has…

Background: Research has shown that mathematics anxiety negatively correlates with primary school mathematics performance, including fraction knowledge. However, recently no significant correlation was found between fraction arithmetic performance and state anxiety measured after the fraction task. One possible explanation is the natural number…

This study aims to examine the moderating role of math anxiety in the effect of the attitude towards school on the students' happiness. In the semester of 2021-2022, 415 students at the 8th grade of secondary schools, participated in the study. In this study a correlational survey model was employed. "Scale for Attitude Towards School",…

Previous studies of prospective elementary mathematics teachers' mathematics anxiety have documented that many prospective teachers often worry about managing their repeated experiences of anxiety while developing their pedagogical and content knowledge to teach mathematics. The literature further indicates the importance of developing learning…

As early as age six, girls report higher math anxiety than boys, and children of both genders begin to endorse the stereotype that males are better at math than females. However, very few studies have examined the emergence of math attitudes in childhood, or the role parents may play in their transmission. The present study is the first to…

A disproportionate number of preservice elementary teachers exhibit high levels of math anxiety (Reid et al., 2018). Not only does this inhibit their ability to understand mathematical concepts, but it also negatively impacts their pedagogical approach to math (Beilock & Maloney, 2015; Reid et al., 2018). Teachers who experience math anxiety…

Although the impact of non-cognitive factors, such as math anxiety, math test-taking anxiety, and attitudes toward mathematics, has been extensively studied, this area remains partially unexplored in the realm of national assessments. This research focuses on the analysis of the validity and reliability of an 11-item questionnaire introduced by…

The current study was conducted to investigate the relationship between math anxiety and math achievement, highlighting differences in motivation based on age, and the mediating effects of task persistence as well as aspects of the expectancy-value theory. The students in the study (grade five N = 335, grade eight N = 251) were from Estonian…

Although interest in mathematics anxiety in young children (6-11 years) has increased recently, the results of previous studies on the role of mathematics anxiety in the relationship between number sense and math performance are inconsistent. The study's main objective was to establish whether math anxiety is a mediator or a moderator in the…

Early childhood, elementary, exceptional education preservice teachers' levels of mathematics anxiety mathematics were investigated before and after a methods course. Data from informal discussions and questionnaire-guided narrative interviews revealed constructivist approaches within the methods course were instrumental in reducing preservice…

Mathematics Anxiety (MA) is an increasing challenge for mathematics educators and is a barrier to mathematical learning. Through reflection on the implementation of a lesson sequence designed to elicit regular use of explicit metacognitive questions (EMQ's), this paper explores the impact of the incorporation of self-regulated learning (SRL)…