ERIC Number: ED474042
Record Type: RIE
Publication Date: 2000
Mathematics Anxiety and the Adult Student: An Analysis of Successful Coping Strategies.
This study evaluates the relationship between college students' level of mathematics anxiety and the strategies they employ to cope with it. It also examines both counseling and mathematics faculty's ratings of the same coping strategies that the student subjects evaluated. Community college students (n=279) enrolled in either a remedial algebra or a non-remedial precalculus course completed the Composite Math Anxiety Scale (CMAS) and were asked to rate 10 mathematics anxiety coping strategies. Results show that students with low mathematics anxiety both utilize and value a wider variety of coping strategies than their high anxiety counterparts. There were significant gender differences for three of the coping strategies. This study demonstrates that approach strategies are regarded as the most helpful group of coping behavior and that low mathematics anxiety students tend to utilize and value coping strategies more than do high mathematics anxiety students. The paper includes the coping strategies survey for students. (KHR)
Descriptors: Coping, Learning Processes, Learning Strategies, Mathematics Anxiety, Mathematics Instruction, Sex Differences, Student Attitudes, Two Year Colleges
Peppercorn Books, P.O. Box 693, Snow Camp, NC 27349.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the International Conference on Adults Learning Mathematics (ALM-7) (7th, July 6-8, 2000, Medford, MA). For full proceedings, see SE 066 771.