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Anxiety, cognitive style, and mathematics achievement
The Journal of General Psychology
|July 1, 1983
Summary
High state anxiety negatively impacts math achievement, while trait anxiety does not. This highlights the need for anxiety-reducing learning strategies in mathematics education.
Area of Science:
- Educational Psychology
- Cognitive Psychology
Background:
- Anxiety is a common issue affecting academic performance.
- Understanding the specific types of anxiety relevant to learning is crucial.
Purpose of the Study:
- To investigate the relationship between state anxiety, trait anxiety, cognitive style, and mathematics achievement.
- To determine if anxiety levels significantly predict performance in mathematics.
Main Methods:
- The study involved 50 junior college students in a mathematics course.
- Data on state anxiety, trait anxiety, and cognitive style were collected.
- Mathematics achievement was assessed.
Main Results:
- A significant negative correlation was found between state anxiety and mathematics achievement.
- Trait anxiety did not show a significant relationship with mathematics achievement.
- Cognitive style's relationship to achievement was also examined (though not detailed in the abstract).
Conclusions:
- State anxiety, but not trait anxiety, is a significant factor in poor mathematics achievement.
- Developing interventions to mitigate state anxiety in educational settings is recommended.
- Strategies for mathematics learning and assessment should address anxiety's impact.