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ERIC Number: EJ1131253
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1046-3364
Measuring Developmental Students' Mathematics Anxiety
Ding, Yanqing
Research & Teaching in Developmental Education, v33 n1 p29-45 Fall 2016
This study conducted an item-level analysis of mathematics anxiety and examined the dimensionality of mathematics anxiety in a sample of developmental mathematics students (N = 162) by Multi-dimensional Random Coefficients Multinominal Logit Model (MRCMLM). The results indicate a moderately correlated factor structure of mathematics anxiety (r = 0.679). Developmental mathematics students were more anxious about tests/exams than other activities presented in the Mathematics Anxiety Questionnaire (Wigfield & Meece, 1998). Regression analysis further suggests that lowering mathematics anxiety level by 1 logits could raise developmental students' mathematics performance up to 8.768%. Mathematics anxiety explained 15.35% variation of mathematics performance (adjusted R[superscript 2]: 0.1535). Interventional strategies and implications for educational practices are discussed.
New York College Learning Skills Association. Web site: http://www.nyclsa.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