Described the effectiveness of a combined curricular-counseling intervention strategy for reducing mathematics anxiety among women returning to college. Results suggested that maximum effectiveness in reducing measured mathematics anxiety was achieved when participants enrolled in a mathematics course and attended a multifaceted counseling support…

Contrasted two theoretical models to explain the mathematics final exam performance of 143 undergraduates: social learning theory variables and the math aptitude-anxiety models. The social learning theory model accounted for significantly more performance variation, and each of the variables (skills, incentives, efficacy expectations, and outcome…

Investigated the ability of mathematics anxiety to predict grades in an algebra course for 112 college women and 72 men. The results showed that math anxiety had little to do with course grades, was more strongly related to general anxiety in men than in women. (Author/JAC)

Investigated the relationship of math anxiety to test anxiety in 769 college students. Results indicated nonequivalent internal consistency and test-retest reliability for three math anxiety measures tested and small but significant sex differences in anxiety. Math anxiety measures were more closely related to each other than to test anxiety. (WAS)

Investigated factors related to math anxiety in college students. Results indicated math anxiety occurs frequently and is more likely to occur among women and students with inadequate high school math backgrounds. Higher levels of math anxiety were related to lower mathematics achievement test scores and higher levels of test anxiety. (Author/BEF)

Investigated factors associated with mathematics anxiety in 63 undergraduates who completed four anxiety measures prior to completing three math tasks. Results indicated math anxiety measures were more related to each other than to test anxiety. Ability, physiological and avoidance measures showed little relation to math anxiety. (JAC)

Compared the cognitions of high and low math anxious undergraduates (N=71) who were asked to think aloud while solving mathematical problems. Results showed no anxiety-related differences for either performance or 11 categories of cognitions, and no sex differences in performance or for a linear combination of cognitions. (JAC)

Examined whether mathematics-related self-efficacy mediated the effects of gender and mathematical preparation and achievement on math relatedness of college major choice in 117 undergraduates. Results showed that math self-efficacy predicts both math anxiety and math-related major choices. Gender alone appeared insufficient to explain…

Examined the dimensionality of the Mathematics Anxiety Rating Scale. Factors were identified and labeled as Mathematics Text Anxiety and Numerical Anxiety. Factor-derived scales were developed and correlated with five specific anxiety scales and an arithmetic test. (Author)

Investigated the prevalence and correlates of math anxiety among college freshmen (N=1,045) and studied its dimensionality based on one measure of math anxiety, the Math Anxiety Rating Scale (MARS). Results indicated most college freshmen reported low levels of math anxiety and that there were no large sex differences. (Author)

Studied role of self-efficacy in mediating gender differences on Investigative and Realistic General Occupational Themes of the Strong-Campbell Interest Inventory among 71 male and 77 female entering university freshmen. Path analyses suggested a correlation where mathematics self-efficacy and high school mathematics preparation mediated gender…

Asked 391 students to provide 3 types of mathematics self-efficacy judgments. Students' reported confidence to answer the problems they were later asked to solve proved a more powerful predictor of that performance than either their confidence to perform math-related tasks or to succeed in math-related courses. (RJM)

The math-related interests and academic-choice intentions of black college students (N=164) are explored. A social cognitive path model offered good overall fit to the data. Although racial identity contributed little to the model, self-efficacy and outcome expectations predicted interests, which predicted choice intentions across racial attitude…