Factors Associated with Types of Mathematics Anxiety in College Students

This article investigates the interrelatedness of various types of mathematics anxiety with attitudes toward mathematics, learning preferences, study motives, and strategies. An 80-item version of the Mathematics Anxiety Rating Scale (MARS) was completed by 173 university students enrolled in one of...

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Bibliographic Details
Published in:Journal for research in mathematics education 1995-07, Vol.26 (4), p.327-345
Main Author: Bessant, Kenneth C.
Format: Article
Language:English
Subjects:
College mathematics
College Students
Factor Analysis
Higher Education
Learning
Mathematical aptitude
Mathematical problems
Mathematics
Mathematics Anxiety
Mathematics Anxiety Rating Scale
Mathematics Education
Mathematics Education Research
Mathematics tests
Motivation research
Psychological attitudes
Statistics
Study Process Questionnaire (Biggs)
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Summary:This article investigates the interrelatedness of various types of mathematics anxiety with attitudes toward mathematics, learning preferences, study motives, and strategies. An 80-item version of the Mathematics Anxiety Rating Scale (MARS) was completed by 173 university students enrolled in one of three introductory statistics courses offered by the departments of mathematics, psychology, or sociology. Mathematics attitude scales were also administered in conjunction with the Study Process Questionnaire (SPQ), which depicts students' motivations to use study methods associated with contrasting learning approaches. Factor analysis of the MARS identified six factors labeled as General Evaluation Anxiety, Everyday Numerical Anxiety, Passive Observation Anxiety, Performance Anxiety, Mathematics Test Anxiety, and Problem-Solving Anxiety. The examination of both substantive and peripheral factors supported a multidimensional view of mathematics anxiety. Correlational analysis indicated complex interaction patterns between attitudes toward mathematics and the six MARS factors, depending on the overall level of anxiety experienced. Variation in orientation to learning also proved significantly related to specific types of anxiety, attitudes, and instructional factors. The results confirm the utility of learning-approach theory and instruments for analyzing relationships between cognitive and affective components of mathematics anxiety.
ISSN:0021-8251
1945-2306
DOI:10.2307/749478