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ERIC Number: EJ1098234
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1083-6470
Achievement Goals, Motivation to Learn, and Mathematics Anxiety among Pre-Service Teachers
Vásquez-Colina, María D.; Gonzalez-DeHass, Alyssa R.; Furner, Joseph M.
Journal of Research in Education, v24 n1 p38-52 Spr-Sum 2014
This paper reports findings of a pilot study examining the feasibility of a research design to investigate how achievement goals relate to the construct of math anxiety. In addition, we also consider how other important achievement-related behaviors, like self-efficacy, help-seeking, and self-regulation, might also relate to students' math anxiety. While math anxiety still remains a real issue affecting student performance and confidence, today it is more critical in our society with the greater emphasis on producing more students for careers in fields like Science, Technology, Engineering, and Mathematics (STEM). The total multiple regression model predicted a significant amount (43%) of the variation in math anxiety of participants.
Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Mathematics Anxiety Rating Scale; Motivated Strategies for Learning Questionnaire