The relationship between math anxiety and educational motivation: the mediating role of school belongingness

被引：3

作者：

Asanjarani, Faramarz ^{[1
]}

Arif, Amna ^{[2
]}

Rashidi, Bahar ^{[3
]}

Bolghan-Abadi, Mustafa ^{[4
]}

机构：

[1] Univ Isfahan, Fac Educ & Psychol, Dept Counseling, Esfahan, Iran

[2] Univ Management & Technol, Dept Educ Social Sci & Humanities, Lahore, Pakistan

[3] Univ Isfahan, Fac Educ & Psychol, Dept Psychol & Educ Children Special Needs, Esfahan, Iran

[4] Islamic Azad Univ, Dept Psychol, Neyshabur Branch, Neyshabur, Iran

来源：

EDUCATIONAL RESEARCH AND EVALUATION | 2024年 / 29卷 / 5-6期

关键词：

Math anxiety; school belonging; educational motivation; students; INTRINSIC MOTIVATION; MATHEMATICS ANXIETY; SELF-CONCEPT; CLASSROOM; ACHIEVEMENT; PERFORMANCE; STUDENT; SCALE; PERSPECTIVE; ENGAGEMENT;

D O I：

10.1080/13803611.2024.2348084

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigated the relationship between math anxiety and academic motivation and the mediating role of school belongingness. For data collection, 447 students (boys = 247) were selected using convenience sampling and administered the School Belonging, Educational Motivation, and Mathematics Anxiety Scale. The results showed that school belongingness is negatively correlated with academic motivation; moreover, after controlling gender and age, math anxiety and school belonging predicted academic motivation. In addition, this study found that male students had lower levels of math anxiety than female students, while there were no differences in learning motivation and sense of school belonging between male and female students. The results also showed that age is negatively correlated with academic motivation. However, there was no significant correlation between age and gender and other variables.

引用

页码：322 / 343

页数：22

共 50 条

[21] The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging [J].

Vargas-Madriz, Luis Francisco ;

Konishi, Chiaki .

CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY, 2021, 36 (04) :290-303

[22] Will Anxiety Boost Motivation? The Relationship between Anxiety and Motivation in Foreign Language Learning [J].

Luo, Zhanni ;

Subramaniam, Ganakumaran ;

O'Steen, Billy .

MALAYSIAN JOURNAL OF ELT RESEARCH, 2020, 17 (01) :53-72

[23] Do Emotions Matter? The Relationship Between Math Anxiety, Trait Anxiety, and Problem Solving Ability [J].

Grezo, Matus ;

Sarmany-Schuller, Ivan .

STUDIA PSYCHOLOGICA, 2018, 60 (04) :226-244

[24] Math Anxiety: The Relationship Between Parenting Style and Math Self-Efficacy [J].

Macmull, Moran S. ;

Ashkenazi, Sarit .

FRONTIERS IN PSYCHOLOGY, 2019, 10

[25] The Role of Anxiety in the Relationship between Self-efficacy and Math Achievement [J].

del Carmen Perez-Fuentes, Maria ;

Nunez, Andrea ;

del Mar Molero, Maria ;

Gazquez, Jose J. ;

Rosario, Pedro ;

Nunez, Jose C. .

PSICOLOGIA EDUCATIVA, 2020, 26 (02) :137-143

[26] Investigating the Mediating role of Academic Motivation in the Relationship between Basic Psychological Needs, Educational justice, and Cheating Behavior [J].

Niejeh, Fahimeh Babanejad ;

Esfandabad, Hassan Shams ;

Namvar, Hooman .

INTERNATIONAL JOURNAL OF PEDIATRICS-MASHHAD, 2021, 9 (09) :14446-14456

[27] The relationship between teachers' zest for work and teaching motivation: the mediating role of achievement goals [J].

Aytac, Alper ;

Sahin, Cigdem ;

Gorgulu, Deniz ;

Dilber, Yasar ;

Direk, Ayhan .

FRONTIERS IN PSYCHOLOGY, 2024, 15

[28] Math anxiety and assessment anxiety What role in school learning? [J].

De Francesco, Giulio ;

Donolato, Enrica ;

Tucci, Renzo ;

Mammarella, Irene C. .

PSICOLOGIA CLINICA DELLO SVILUPPO, 2020, 24 (03) :557-576

[29] The Role of Coping in Mediating the Relationship Between Positive Affect and School Satisfaction in Adolescents [J].

Bordwine, Vanessa C. ;

Huebner, E. Scott .

CHILD INDICATORS RESEARCH, 2010, 3 (03) :349-366

[30] The relationship between math anxiety and math achievement in young children is mediated through working memory, not by number sense, and it is not direct [J].

Szczygiel, Monika .

CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 2021, 65

← 1 2 3 4 5 →