The role of affect in course enrollment decisions and achievement are examined. First, sex differences in the affective reactions believed to mediate student's course enrollment decisions are examined for magnitude and consistency. Then, to gain a better sense of their relative influence in the achievement process, the importance of these…

Measures of anxiety toward statistics and belief in certain stereotypes about statistics were administered to graduate students in nursing and education at the beginning and end of a statistics course. Factor analysis showed three dimensions of negative perceptions. Anxiety decreased during the course. Implications for curriculum evaluation are…

Administered the Mathematics Anxiety Rating Scale to Introductory Statistics college students. A high mathematics anxiety was associated with lower performance on a statistics examination. Classroom stress-coping intervention reduced anxiety and physiological stress responses, but did not improve academic performance. (Author/KS)

This study investigated 36 mathematics classroom environments that a priori appeared to hold promise as being motivationally effective. Classroom environments from fifth grade through graduate school were selected (N=598 students). In particular, the study measured students' perceived situational interest in the learning environment, individual…

This investigation assesses the relative efficacy of three intervention strategies for reducing mathematics anxiety and enhancing mathematics performance in college students. Findings suggest that the cue-controlled relaxation technique is a potentially viable intervention. (Author/AL)

A 34-item scale entitled Statistics Attitude Survey (SAS) was developed and administered to three samples of students taking a beginning statistics course. Analyses showed that the scale was highly homogeneous and that total scale scores had moderate correlations with statistics grades. (Author)

Examines mathematics anxiety among female participants in a program to help overcome their fears. Mathematics anxiety is correlated with other academically relevant anxiety scales. Test anxiety and self-estimated mathematics ability are the most important variables in the prediction of mathematics anxiety. (Author)

Examined the effects of early mathematics acceleration on the development of junior and senior high school students' mathematics attitudes and anxiety. Longitudinal Study of American Youth data indicated that for gifted and honors students, early acceleration did not necessarily confer negative emotional effects, while for regular students, it had…

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…

The basis of test anxiety expressed by 219 university students (43 percent males) in a statistics course was explored, and a structural model was developed. The data indicated that anxiety felt for the statistics test differed from general test anxiety. The variables revealed as important by the model are discussed. (SLD)

Investigated mathematics anxiety effects in engineering and technical college students (N=381). Found lack of any significant gender differences in regard to mathematical ability, anxiety, and performance. Recommends further research in differences in mathematics experience, self-efficacy beliefs, or interpersonal processes. (ABL)

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)

Presents study results determining how individuals' performances in a subject relate to the value that society places on that subject. Explains that the study examined the relationship between each discipline and the cognitive capabilities of each subject. Concludes that failing students use an original conception, whereas successful students use…

Reported is a study examining the causes of development of mathematics anxiety in upper elementary students. Significant results indicate increased anxiety related to increased time spent on review and lower anxiety associated to small group work. The conjecture that mathematics anxiety is transmitted from teachers to students is not supported.…

Relationships between anxiety toward computers and variables trait anxiety, anxiety toward mathematics, perceived impact of computers on society, and experience in using computers were studied in a sample of 81 male and 81 female university students. All of these variables were found to influence anxiety toward computers, and a significant…