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Psychiatria Danubina, Vol. 31 No. suppl 3, 2019.

Izlaganje sa skupa

MATHEMATICS ANXIETY AND COGNITIVE PERFORMANCE IN ADOLESCENT STUDENTS

Livia Buratta ; Serafico Institute, Assisi, Perugia, Italy ;Department of Philosophy, Social Sciences and Education, University of Perugia, Perugia, Italy
Massimo Piccirilli ; Department of Experimental Medicine, University of Perugia, Perugia, Italy
Gianni Alberto Lanfaloni ; Serafico Institute, Assisi, Perugia, Italy
Silvia Ilicini ; Serafico Institute, Assisi, Perugia, Italy
Chiara Bedetti ; Serafico Institute, Assisi, Perugia, Italy
Sandro Elisei ; Serafico Institute, Assisi, Perugia, Italy; Department of Philosophy, Social Sciences and Education, University of Perugia, Perugia, Italy

Puni tekst: engleski pdf 386 Kb

str. 479-485

preuzimanja: 267

citiraj

Sažetak

Several studies highlight that many students feel negative feelings about mathematical learning and that the mathematics anxiety
seems to play a central role in mathematical performance. More specifically students with higher level of maths anxiety are less
efficient in mathematical tasks. The aim of this study was to investigate the relationship between specific mathematics anxiety as
assessed by AMAS, trait and state anxiety as assessed by STAI-Y, and mathematical skills assessed through the ABCA tests in a
sample of 83 adolescent students (78.3% males) without diagnosis of dyscalculia and cognitive disorder attending their first year of
secondary school. Results showed that 38% of the students referred high level of maths anxiety. Independent T-test revealed that
female students referred a higher level of maths anxiety as well as of trait and state anxiety than male ones, while there were no
differences in the mathematics performance. The simultaneous multivariate linear regression analysis showed that maths anxiety was
influenced by trait anxiety and in its turn has an impact on the high level mathematics performances (i.e. arithmetic facts).
Understanding the relationships between maths anxiety and maths learning and performance may have relevant implications in
clinical, educational and didactic practice.

Ključne riječi

mathematics anxiety; cognitive performance; mathematics performance; adolescents

Hrčak ID:

264144

URI

https://hrcak.srce.hr/264144

Datum izdavanja:

4.9.2019.

Posjeta: 538 *