Factors predicting the mathematics anxiety of adolescents: a structural equation modeling approach
IntroductionMathematics anxiety (MA) is a distinct negative emotional state or trait that individuals experience when confronted with mathematical problems in everyday life and academic contexts. This study aims to identify the key predictors of MA among secondary-level students in Bangladesh.Method...
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Frontiers Media S.A.
2024-12-01
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| Series: | Frontiers in Psychiatry |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyt.2024.1484381/full |
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| author | Suman Ahmmed Jashodhan Saha Maruf Ahmed Tamal Khondaker Abdullah Al Mamun Sajani Islam |
| author_facet | Suman Ahmmed Jashodhan Saha Maruf Ahmed Tamal Khondaker Abdullah Al Mamun Sajani Islam |
| author_sort | Suman Ahmmed |
| collection | DOAJ |
| description | IntroductionMathematics anxiety (MA) is a distinct negative emotional state or trait that individuals experience when confronted with mathematical problems in everyday life and academic contexts. This study aims to identify the key predictors of MA among secondary-level students in Bangladesh.MethodsUtilizing a quantitative cross-sectional research design, data were collected from 486 students across 89 institutions. Later, the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM).ResultsThe findings revealed that math related negative past experiences (β = 0.241, t = 4.914, p < 0.001) and a perceived lack of teacher support (β = 0.234, t = 5.440, p < 0.001) significantly contribute to students’ low self-efficacy in mathematics. This low self-efficacy is further influenced by negative attitudes and test anxiety, ultimately leading to increased MA (β = 0.694, t = 22.695, p < 0.001). Additionally, cognitive challenges, particularly working memory difficulties, directly affect MA (β = 0.110, t = 2.659, p = 0.008). The study also found that negative attitudes (β = 0.347, t = 9.063, p < 0.001) and test anxiety (β = 0.251, t = 5.913, p < 0.001) independently exacerbate MA. Moreover, a lack of motivation in learning mathematics is directly influenced by this elevated level of MA (β = 0.384, t = 9.939, p < 0.001).DiscussionTaken together, the study proposes several key recommendations and policy implications to inform the development of synchronized policies by educational authorities aimed at combatting, reducing MA among secondary-level students in Bangladesh and similar contexts. |
| format | Article |
| id | doaj-art-cc55843f472d4a848b1885e006f3db06 |
| institution | OA Journals |
| issn | 1664-0640 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Frontiers Media S.A. |
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| series | Frontiers in Psychiatry |
| spelling | doaj-art-cc55843f472d4a848b1885e006f3db062025-08-20T02:18:57ZengFrontiers Media S.A.Frontiers in Psychiatry1664-06402024-12-011510.3389/fpsyt.2024.14843811484381Factors predicting the mathematics anxiety of adolescents: a structural equation modeling approachSuman Ahmmed0Jashodhan Saha1Maruf Ahmed Tamal2Khondaker Abdullah Al Mamun3Sajani Islam4Department of Computer Science & Engineering, United International University, Dhaka, BangladeshInstitute of Natural Sciences, United International University, Dhaka, BangladeshInstitute for Advanced Research, United International University, Dhaka, BangladeshDepartment of Computer Science & Engineering, United International University, Dhaka, BangladeshDepartment of Pediatrics, Shaheed Suhrawardy Medical College, Dhaka, BangladeshIntroductionMathematics anxiety (MA) is a distinct negative emotional state or trait that individuals experience when confronted with mathematical problems in everyday life and academic contexts. This study aims to identify the key predictors of MA among secondary-level students in Bangladesh.MethodsUtilizing a quantitative cross-sectional research design, data were collected from 486 students across 89 institutions. Later, the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM).ResultsThe findings revealed that math related negative past experiences (β = 0.241, t = 4.914, p < 0.001) and a perceived lack of teacher support (β = 0.234, t = 5.440, p < 0.001) significantly contribute to students’ low self-efficacy in mathematics. This low self-efficacy is further influenced by negative attitudes and test anxiety, ultimately leading to increased MA (β = 0.694, t = 22.695, p < 0.001). Additionally, cognitive challenges, particularly working memory difficulties, directly affect MA (β = 0.110, t = 2.659, p = 0.008). The study also found that negative attitudes (β = 0.347, t = 9.063, p < 0.001) and test anxiety (β = 0.251, t = 5.913, p < 0.001) independently exacerbate MA. Moreover, a lack of motivation in learning mathematics is directly influenced by this elevated level of MA (β = 0.384, t = 9.939, p < 0.001).DiscussionTaken together, the study proposes several key recommendations and policy implications to inform the development of synchronized policies by educational authorities aimed at combatting, reducing MA among secondary-level students in Bangladesh and similar contexts.https://www.frontiersin.org/articles/10.3389/fpsyt.2024.1484381/fullmathematics anxietymathematics performancefactors of mathematics anxietypartial least squares structural equation modeling (PLS-SEM)adolescents in Bangladesh |
| spellingShingle | Suman Ahmmed Jashodhan Saha Maruf Ahmed Tamal Khondaker Abdullah Al Mamun Sajani Islam Factors predicting the mathematics anxiety of adolescents: a structural equation modeling approach Frontiers in Psychiatry mathematics anxiety mathematics performance factors of mathematics anxiety partial least squares structural equation modeling (PLS-SEM) adolescents in Bangladesh |
| title | Factors predicting the mathematics anxiety of adolescents: a structural equation modeling approach |
| title_full | Factors predicting the mathematics anxiety of adolescents: a structural equation modeling approach |
| title_fullStr | Factors predicting the mathematics anxiety of adolescents: a structural equation modeling approach |
| title_full_unstemmed | Factors predicting the mathematics anxiety of adolescents: a structural equation modeling approach |
| title_short | Factors predicting the mathematics anxiety of adolescents: a structural equation modeling approach |
| title_sort | factors predicting the mathematics anxiety of adolescents a structural equation modeling approach |
| topic | mathematics anxiety mathematics performance factors of mathematics anxiety partial least squares structural equation modeling (PLS-SEM) adolescents in Bangladesh |
| url | https://www.frontiersin.org/articles/10.3389/fpsyt.2024.1484381/full |
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