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ERIC Number: EJ1068753
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-1913-9020
Barriers to Mathematics Achievement in Brunei Secondary School Students: Insights into the Roles of Mathematics Anxiety, Self-Esteem, Proactive Coping, and Test Stress
Hamid, Malai Hayati Sheikh; Shahrill, Masitah; Matzin, Rohani; Mahalle, Salwa; Mundia, Lawrence
International Education Studies, v6 n11 p1-14 2013
The cross-sectional field survey examined the roles of mathematics anxiety, self-esteem, proactive coping, and test stress in mathematics achievement among 204 (151 females) randomly selected Year 8-10 Brunei secondary school students. The negative dimensions of mathematics anxiety, self-esteem, and proactive coping correlated negatively with mathematics achievement and were both poor predictors of and barriers to mathematics achievement. Both test stress components (intrusive and avoidance) also related negatively with mathematics grades and were poor predictors of mathematics achievement. In addition, females scored significantly higher on negative self-esteem and intrusive stress variables than males. Furthermore, mathematically less able students scored significantly higher on the negative mathematics anxiety and negative self-esteem domains than more able peers. Moreover, positive proactive coping was a good predictor of mathematics achievement. Overall, the findings have practical significance indicating psychological areas where attention, counselling efforts and educational interventions need to be directed to help the at-risk and vulnerable students.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brunei
Identifiers - Assessments and Surveys: Impact of Event Scale; Rosenberg Self Esteem Scale