ERIC Number: ED251320
Record Type: RIE
Publication Date: 1984-Nov
Reference Count: 0
Identification of the Dimensions and Predictors of Math Anxiety among College Students.
Alexander, Livingston; Cobb, Robert
The purpose of this study was to contribute to greater understanding of the mathematics anxiety construct by: (a) identifying the independent dimensions underlying the item responses on the Math Anxiety Rating Scale (MARS); (b) developing factor scales to measure these dimensions; and (c) determining if specific personal and academic background variables can effectively serve as predictors of math anxiety as defined by the factor scales. The MARS was administered to 197 college students, and the responses were factor analyzed. Twenty-one factors were found; the first two components accounted for approximately 33% and 7% of the variance in MARS scores. The first item was labelled Math Test/Course Anxiety, while the second item concerned Numerical Task Anxiety. More anxiety was stimulated by mathematics test items than by numerical task items. Analysis of variance procedures indicated that students who had taken Algebra II in high school experienced significantly less math anxiety than students who had not taken Algebra II, and those with A's and B's in Algebra or Geometry experienced significantly less math anxiety than did students with poorer grades. It is suggested that student performance in high school mathematics courses be monitored, and early intervention provided. (MNS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Mathematics Education Research
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 16, 1984).