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ERIC Number: ED222334
Record Type: RIE
Publication Date: 1982-May
Pages: 13
Abstractor: N/A
Reference Count: 0
Mathematics Anxiety and the Effects of Evaluative Instructions on Math Performance.
Buckley, Patricia A.; Ribordy, Sheila C.
This study was designed to investigate mathematics performance as a function of anxiety, with examination for a relationship between mathematics and test anxiety and any sex differences on mathematics anxiety. The effects of evaluative stress on high and low mathematically anxious subjects was examined, and preliminary effort was made to investigate possible relationships between anxiety and sex-typed versus androgynous sex-role identification. A total of 20 male and 20 female subjects were selected from a pool of 101 undergraduates pretested on the Mathematics Anxiety Rating Scale (MARS) and the Bem Sex-Role Inventory (BEM). The data generated seemed to corroborate many previous research findings regarding mathematics anxiety and offer new implications with respect to its distinctiveness. Among the results, it is noted that sex-role typing did not emerge as a significant contributing variable to the prevalence or distribution of anxiety. Results also suggested that mathematics anxiety differs from test anxiety in its being less affected by evaluative and/or reassuring instructions. Implications for treatment suggested by the analysis are presented. (MP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Mathematics Education Research
Note: Paper presented at the Midwestern Psychological Association (Minneapolis, MN, May 6-8, 1982).