Cross validating a bidimensional mathematics anxiety scale
Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance.
Longitudinal research is needed to investigate the development of MA and its effect on mathematics performance.
Results: No gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys.
Conclusions: Our study has revealed that secondary school children experience MA.
- Background Mathematics anxiety (MA) is generally defined as a state of discomfort caused by performing mathematical tasks .
MA can be manifested as feelings of apprehension, dislike, tension, worry, frustration, and fear [2-4].
Conclusions Our study has revealed that secondary school children experience MA.