Examines 26 studies on the relationship between anxiety toward mathematics and achievement in mathematics among elementary and secondary students. Indicates that the relationship is consistent across gender groups, grade-level groups, ethnic groups, instruments measuring anxiety, and years of publication. The relationship differs significantly…

This research article examines math anxiety in pre-service teachers. The Mathematics Anxiety Scale-Revised (MARS-R) was administered to 481 university students. Significant results were found in areas of gender, educational level, and educational major. (Contains 1 figure and 2 tables.)

This study investigated the relationships among mathematics attitudes and computer attitudes. Approximately 105 college students were administered a questionnaire which assessed three dimensions of computer attitudes (anxiety toward computers, confidence in working with computers, and liking to work with computers) and three dimensions of math…

The usefulness of the self-schema construct for understanding and predicting human behavior and the reason for the gender-relatedness of certain behaviors and experiences were investigated in three studies. The studies examined cognitive correlates of two gender-related behaviors that are more characteristic of and problematic for women than for…

Discusses the effectiveness of a program for reducing mathematics anxiety for nontraditional-age female students. Suggests that the combined approach of reducing mathematics anxiety and improving mathematics skills is successful. (Author/ABB)

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)

The effects of mathematics anxiety and gender on attitudes toward mathematics were examined using the Attitudes Toward Mathematics Instrument (ATMI). A sample of 134 students currently enrolled in mathematics classes in a state university was asked to complete the ATMI. Data were analyzed using a multivariate factorial model with four factors of…

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)

Suggests a new framework for analyzing attitude and changes in attitude. Identifies four different evaluative processes as aspects of attitude: (1) emotions aroused in the situation; (2) emotions associated with the stimuli; (3) expected consequences; and (4) relating the situation to personal values. Illustrates the usefulness of this analytical…

Discussion of relationships between computer anxiety and achievement focuses on a study of students enrolled in a required computer course in an urban university. Topics discussed include the Computer Anxiety Scale; Computer Aptitude, Literacy and Interest Profile; Math Anxiety Rating Scale; and the correlation between high anxiety and low…

Investigates attitudes toward mathematics of elementary school teachers and students in rural Texas. Finds a slight negative correlation between teachers' mathematics anxiety level and third-, fifth-, and sixth-grade students' attitude toward mathematics. Finds that, although fourth-grade teachers had the most positive attitude toward mathematics,…

Before a statistics course, 49 adults completed the Wide Range Achievement Test-Revised (WRAT-R). Test performance (aptitude) and course performance correlated, but the WRAT-R made prediction errors 35% of the time. Students with negative attitudes about statistics performed more poorly in the course. (SK)

Focuses on mathematics anxiety in 9- to 11-year-old children. Compares the mathematics anxiety of pupils taught in a traditional manner with that of pupils whose teachers adopted an alternative teaching approach that emphasizes problem solving and discussion of the pupil's own informal strategies. Concludes that pupils exposed to the traditional…

The study investigated the changes in levels of mathematics anxiety among pre-service teachers in six different sections of a mathematics method courses for early childhood/elementary education pre-service teachers. The changes were a function of using Bruner's framework of developing conceptual knowledge before procedural knowledge and using…