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

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