Mathematics Anxiety and Cognitive Performance in Adolescent Students

Area of Science:

• Educational Psychology
• Developmental Psychology

Background:

• Mathematics anxiety is prevalent among students, negatively affecting academic performance.
• Higher levels of maths anxiety correlate with reduced efficiency in mathematical tasks.

Purpose of the Study:

• To investigate the relationship between specific mathematics anxiety (AMAS), trait and state anxiety (STAI-Y), and mathematical skills (ABCA) in adolescent students.
• To identify factors influencing mathematics anxiety and its impact on mathematical performance.

Main Methods:

• A sample of 83 first-year secondary school students (78.3% male) without dyscalculia or cognitive disorders participated.
• Data collected using the Mathematics Anxiety Scale (AMAS), State-Trait Anxiety Inventory (STAI-Y), and Arithmetic and Basic Calculation Assessment (ABCA).
• Statistical analyses included independent t-tests and simultaneous multivariate linear regression.

Main Results:

• 38% of students reported high levels of mathematics anxiety.
• Female students exhibited higher mathematics anxiety, trait anxiety, and state anxiety compared to male students.
• Mathematics anxiety was influenced by trait anxiety and, in turn, impacted high-level mathematical performance (arithmetic facts).

Conclusions:

• Mathematics anxiety is a significant issue among adolescents, with notable gender differences.
• Trait anxiety is a predictor of mathematics anxiety, which affects mathematical performance.
• Findings have implications for clinical, educational, and didactic interventions to address maths anxiety.