The relationship of self-esteem and self-efficacy to mathematical anxiety in students

Document Type : Research Paper

Authors

1 Faculty member of Payame Noor University

2 Assistant Professor, Shiraz University

3 Ph. D. student of psychology

4 M. A. student of psychology, Islamic Azad University

d_1_3_91_7_1_1

Abstract

The aim of the present research was to
determine the relationship of self-esteem and selfefficacy
to mathematical anxiety in students. This is a
correlation study. The population of this study includes
all second-grade high school students of Ardabil
enrolled in the 2009-2010 academic year. The research
sample consisted of 480 male and female students who
were selected through multistage random sampling. To
collect data, a mathematics anxiety rating scale, selfesteem
scale and self-efficacy scale were used. The
results of Pearson’s correlation analysis showed that
self-esteem and self-efficacy are positively associated
with mathematical anxiety in students (p<0/001).
Multiple regression analysis showed cognitive selfesteem,
academic self-efficacy and emotional selfefficacy
to be the best predictors mathematical anxiety
in students. Findings also revealed a significant
difference between the mathematics anxiety of male
and female students (p<0/01). Significant differences
were also noted in the mathematical anxiety of students
majoring in humanities and those majoring in science or
mathematics (p<0/001).

Keywords


باعزت، فرشته و صالح صدق پور، بهرام ( 1387 ). مقایسه ابعاد حرمت خود در دانش آموزان نارساخوان و
.65-80 ،(4) عادی پایه های سوم تا پنجم ابتدایی شهر تهران. مطالعات روا نشناختی، 4
بیابانگرد، اسماعیل. ( 1372 ). رو شهای افزایش عزت نفس در کودکان و نوجوانا . ن تهران: انتشارات انجمن
اولیا و مربیان جمهوری اسلامی ایران.
1. Nasser
2. Kishore
3. Fennema
4. Ashcraft & Kirk
Journal of School Psychology, Autumn 2012 مجله ی روان شناسی مدرسه، پاییز 1391
Vol.1, No.3/6-26 6-26/ دوره ی 1، شماره ی 3
23
بیگی، پروین ( 1390 ). بررسی اثربخشی آموزشهای شناختی- رفتاری و مهار تهای تنظیم هیجان بر
وضعیت تحصیلی دانشآموزان دارای اضطراب امتحا . ن پایان نامه ی کارشناسی ارشد روان شناسی،
دانشگاه محقق اردبیلی.
پیرحسینلو، سعید ( 1382 ). بررسی رابط هی بین خودکارآمدی ریاضی، اضطراب ریاضی، انتظار عملکرد
ریاضی در پیشرفت ریاضی دختران و پسران دبیرستا نهای دولتی منطق هی 2 تهرا . ن پایان نامه ی
کارشناسی ارشد ، دانشگاه تربیت معلم، دانشکده ی علوم تربیتی و روان شناسی.
حسینی نسب، سید داوود و وجدان پرست، حسین ( 1381 ). بررسی رابط عزت نفس با پیشرفت تحصیلی
دانشجویان علوم پایه و علوم انسانی مراکز تربیت معلم. مجل هی دانشکد هی ادبیات و علوم انسانی
.121-126 ، دانشگاه تبریز، 183
سرمد، زهره؛ بازرگانی، عباس و حجازی، الهه ( 1376 ). روش های تحقیق در علوم رفتاری. تهران: انتشارات آگه.
شاملو، سعید ( 1368 ). مکت بها و نظری هها در روا نشناسی شخصی . ت تهران: انتشارات رشد.
شکرانی، مسعود ( 1381 ). ساخت و اعتبار یابی مقیاسی جهت سنجش اضطراب ریاضی دان شآموزان
دور هی متوسطه و بررسی برخی از عوامل مرتبط با اضطراب ریاض . ی پایان نامه ی کارشناس یارشد،
دانشکده ی روان شناسی و علوم تربیتی تهران.
شعیری، محمد رضا و چترچی، نوشین ( 1383 ). حرمت خود، ابعاد سلامت روان و موفقیت تحصیلی.
.23-34 ،(7) دانشور رفتار، 11
کبیری، مسعود؛ کیامنش، علیرضا و حجازی، الهه ( 1385 ). نقش متغیرهای شخصی در پیشرفت ریاضی با
.11-19 ،(1) توجه به نظریه شناختی- اجتماعی. روا نشناسی معاصر، 1
کرامتی، هادی ( 1380 ). بررسی روابط خودکارآمد پنداری ادراک شده دان شآموزان سوم راهنمایی تهران
و نگرش آنان نسبت به درس ریاضی با پیشرفت ریاضی آنا . ن پایان نامه ی کارشناسی ارشد، دانشگاه
تربیت معلم تهران.
لیلی آبادی، ژاله ( 1383 ). بررسی رابطه بین متغیرهای فردی با میزان اضطراب ریاضی در دان شآموزان سال
دوم دبیرستا نهای دولتی شهر تهرا . ن پایان نامه ی کارشناسی ارشد، دانشگاه تربیت معلم تهران،
دانشکده ی روان شناسی و علوم تربیتی.
ارتباط حرمت خود و خودکارآمدی با اضطراب ریاضی دانش آموزان
24
محمدی، نادر ( 1384 ). بررسی مقدماتی اعتبار و قابلیت اعتماد مقیاس حرمت خود روزن برگ . مجل هی
.313-320 ، روا نشناسان ایرانی، 3
مهرابی زاده هنرمند، مهناز؛ علامه، عاطفه و شهنی ییلاق، منیجه ( 1386 ). رابطه حرمت خود، اضطراب اجتماعی،
.242-255 ،(3) کمال گرایی و تعلق با عملکرد تحصیلی و اضطراب امتحان. مجل هی روا نشناسی، 11
نجفی، مشتاق ( 1380 ). بررسی خودکارآمدی ادراک شده و بازخورد بر عملکرد ریاضی دان شآموزان سال
دوم رشت هی ریاضی فیزیک زنجا . ن پایان نامه ی کارشناسی ارشد، دانشگاه تربیت معلم تهران.
نوری، زهره؛ فتح آبادی، جلیل و کوروش، پرند ( 1389 ). پیش بینی اضطراب ریاضی در دانش آموزان رشته ها ی
ریاضی، انسانی و تجربی دور هی متوسطه بر اساس متغیرهای خودکارآمد پنداری و جه تگیری هدفی.
Ashcraft, M. H., Kirk, E. P. (2001). The relationships among working memory, math
anxiety, and performance. Journal of Experimental Psychology, 130, 224- 237.
Ayotola, A., Adedeji, T. (2009). The relationship between mathematics self-efficacy and
achievement in mathematics. World Conference Education Science 2009, Procedia
Social and Behavioral Sciences, 1, 953–957.
Baloglu, M., & Koçak, R. (2006). A multivariate envestigation of the differences in
Mathematics anxiety. Personality & Individual Differences, 40, 7, 1325-1335.
Bandalos, D.L., Yates, K., & Thorndike-Christ, T. (1995). Effect of math selfconcept,
Perceived self-efficacy, and attributions for failure and success on test anxiety.
Journal of Educational Psychology, 87(4), 611-623.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. NewYork: H. W. Freeman and
Company.
Betz, N.E. (1978). Prevalence, Distribution and Correlates of Math Anxiety in college
Student. Journal of Counseling Psychology, 25, 441- 448.
Caprara, G.V., Giunta, L.D., Eisenberg, N., Gerbino, M., Pastorelli, C., & Tramontano, C.
(2008). Assessing regulatory emotional self-efficacy in three countries. Psychological
Assessment, 20(2), 227–237.
Collins, J.L. (1982). Self-efficacy and ability in achievement behaviour. New York: Paper
presented at the meeting of the American Educational Research Association.
Cooper, S.E., & Robinson, D.A. (1991). The relationship of mathematics self-efficacy
Beliefs to mathematics anxiety and performance. Measurement and Evaluation in
Counseling and Development, 24, 1, 4-11.
Coopersmith, S. (1967). The antecedents of self-esteem. San Francisco: W. H. Freeman and
company.
Daane, C.J., Judy, G. & Tina, S. (1986). Mathematics Anxiety And Learning Styles: What
Is The Relationship In The Elementary Pre Service Teachers? Journal of School
Science and Mathematics, 22, 84-88.
Ercan. I, Irgil. E, Sigirl. D, Qzen. N.S, & Kan. I. (2008). Evaluation of anxiety among medical
and engineering students by factor analysis. Studia Psychologica, 50(3), 267-275.
Erden, M., & Akgul, S. (2010). Predictive Power of mathematics Anxiety and Perceived
Social Support from Teacher for Primary Students’ Mathematics Achievement. Journal
of Theory and Practice in Education, 6, 1, 3-16.
Fennema, E. (1989). The study of affect and mathematics: A proposed generic model for
research. In D. B. Mcleod and V. M. Adams (Eds), Affect and Mathematical Problem
Solving: A New Perspective (PP 205- 219). New York: Springer- Verlag.
Flessati, S.L., & Jamieson, J. (1991). Gender differences in mathematics anxiety: An
Artifact of response bias? Anxiety Stress & Coping, 3, 4, 303–312.
Galla, B.M., Wood, J.J. (2012). Emotional self-efficacy moderates anxiety-related
impairments in math Performance in elementary school-age youth. Personality and
Individual Differences, 52, 118–122.
Garry, V.S. (2005). The Effect of Mathematics Anxiety on the Course and Career Choice of
High School. Ph. D. Thesis (Unpublished), Philadelphia Drexel University.
Hackett, G. (1985). The role of mathematics self-efficacy in the choice of mathematics
related majors of college women and men. A path analysis. Journal of Counselling
Psychology, 32, 47-56.
Jain, S., Dowson, M. (2009). Mathematics Anxiety as a Function of Multimensional Self-
Regulation and Self-Efficacy. Contemporary Educational Psychology, 34, 240-249.
Karimi, A., & Venkatesan, S. (2009). Mathematics Anxiety, Mathematics Performance and
Academic Hardiness in High School Students. International Journal of Education
Sciences, 1(1), 33-37.
Keith, N., Hodapp, V., Schermelleh-Engel, K., & Moosbrugger, H. (2003). Cross-sectional
and longitudinal confirmatory factor models for the German test anxiety inventory: A
construct validation. Anxiety, Stress and Coping, 16, 3, 251–270.
Lent, R.W. & Hackett, G. (1987). Career self-efficacy: Empirical status and future
directions. Journal of Vocational Behaviour, 30(3) 47 – 382.
Ma, X., & kishor, N. (1997). Assessing the relationship between attitude toward
mathematics and achievement in mathematics: A meta analysis. Journal for Research in
Mathematics Education, 28, 26- 47.
Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics
achievement: A longitudinal panel analysis. Journal of Adolescence, 27(2), 165-180.
Mohamed, S.H., Tarmizi, R.A. (2010). Anxiety in Mathematics Learning Among
Secondary School Learners: A Comparative Study between Tanzania and Malaysia.
International Conference on Mathematics Education Research 2010 (ICMER 2010),
Procedia Social and Behavioral Sciences, 8, 498–504.
Muris, P. (2002). Relationships between Self–efficacy and symptoms of anexiety
disorders and depression in a normal adolecent sample. Personality and Individual
Differences, 32, 337-348.
Muris, T. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of
Psychopathology and Behavioral Assessment, 23, 145-149.
Nasser, F. (2002). Prediction of college students achievement in introductory statistics
course. Available on line: in http: // www. Google, com.
Nasser, F. (1998). Attitudes toward statistics and statistics anxiety among college students:
Structure and relationship to prior mathematics experience and performance in
introductory statistics course. The Annual Meeting of the stress and Anxiety Society
(STAR), Turkiy, Istambul.
Nie, Y., Lau, S., Liau, A.K. (2011). Role of academic self-efficacy in moderating the
relation between task importance and test anxiety. Learning and Individual Differences,
21, 736-741.
Parajes, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational
Research, 66, 543-578.
Posamentier, A. S., & Stepelman, J. S. (1990). Teaching Secondary School Mathematics
(3rd ed.). New York: Merrill.
Putwain, D.W., & Daniels, R.A. (2010). Is the relationship between competence beliefs and
test anxiety influenced by goal orientation? Learning and Individual Differences, 20(1),
8–13.
Richardson, F. C. & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale:
Psychometric Data. Journal of Counselling Psychology, 19(6), 551-554.
Rosenberg, M. (1979). Conceiving the self. New York: basic Books.
ScienceDaily. (2009). Six out 10 University Students have Mathematics Anxiety, Spanish
Study find. http://www.sciencedaily.com/releases/2009/04/090401103123-html
(retrieved on February 12, 2008).
Sherman, J.H, & Fenema, A.R. (1998). Learning disorders with a special emphasis on
reading disordes. Journal of the American Academy of Child and Adolescent
Psychiatry. 36, 1020- 1032.
Vinson, B. M. (2001). A Comparison of Pre-service Teachers’ Mathematics Anxiety
Before and After a Methods Class Emphasizing Manipulatives. Early Childhood
Education Journal, 29, 2, 89-94.
Vitasari, P., Herawan, T., Nubli, M., Wahab, A., Othman, A. & Sinnadurai, S. K. (2010).
Exploring Mathematics Anxiety among Engineering students. Procedia Social and
Behavioral Sciences, 8, 482–489.
Wood, E.F. (1998). Math anxiety and elementary teachers: what does research tell us? for
the learning of mathematics, 8, 8-13.