Mathematics anxiety and self-efficacy as predictors of mathematics literacy

被引：16

作者：

Hiller, Suzanne E. ^{[1
]}

Kitsantas, Anastasia ^{[2
]}

Cheema, Jehanzeb E. ^{[2
]}

Poulou, Maria ^{[3
]}

机构：

[1] Hood Coll, Frederick, MD 21701 USA

[2] George Mason Univ, Fairfax, VA 22030 USA

[3] Univ Patras, Patras, Greece

来源：

INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY | 2022年 / 53卷 / 08期

关键词：

Greek students; mathematics anxiety; mathematics literacy; mathematics self-efficacy; PISA; ACHIEVEMENT;

D O I：

10.1080/0020739X.2020.1868589

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Prior research has suggested that mathematics specific anxiety and self-efficacy are strong predictors of mathematics performance. The purpose of this study was to examine this relationship using two nationally representative samples of Greek students in 2003 and 2012. Findings indicated that both mathematics anxiety and mathematics self-efficacy have showed a significant relationship with mathematics performance, and when these variables were incorporated in prediction models, as much as 34% of the total variation in mathematics performance was explained. However, socioeconomic status was the most potent predictor of mathematics literacy. Findings indicated the presence of a strong interaction effect between mathematics anxiety and mathematics self-efficacy. Educational implications and directions for future research are discussed.

引用

页码：2133 / 2151

页数：19

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