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Math anxiety—contributing school and individual level factors

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Abstract

PISA 2003 survey data indicate high levels of mathematics anxiety among students in Serbia. More than a half of Serbian students are concerned with whether they will have difficulties in a mathematics class or earn poor marks. At the same time, the achievement on the mathematical literacy scale is very poor. Building on control-value theory, the analysis in this paper focuses on exploring possible correlates of math anxiety, separating the school level factors from individual level factors (HLM), and differences between different groups of students in respect to their relationship towards mathematics (hierarchical cluster analysis). Data suggest high levels of anxiety within the Serbian student body to be a rather systemic problem not contributed to a particular school. Approximately 6 % of the total variance in math anxiety is explained by the between schools differences, while 94 % of differences accounts for the within the school variance. The achievement and interest in mathematics, high mathematics self-concept, and school and classroom atmosphere are associated with a lower level of math anxiety. The only school level factor that has a minor, but significant effect is the index of economic, social, and cultural status. Based on students’ attitudes towards mathematics, they can be divided into three clusters. Dimensions that distinguish the clusters are interest in mathematics and presence of math anxiety. The group displaying anxiety, scores the lowest among the three in math achievement.

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Notes

  1. For details please see Bai et al. 2009; Hembree 1990; Kazelskis 1998; Krinzinger et al. 2009; Meece et al. 1990; Newstead 1998; Wigfield and Meece 1988.

  2. Although Pekrun's control-value model is one among the several important motivational or social-cognitive models relevant to this study (e.g., that of Jacquelynne S. Eccles, Paul Pintrich) it is our belief that comprehensiveness of the model and exploration of relationships between particular emotions and different correlates addressed in the study reflect in the most relevant way the theoretical framework necessary for this particular investigation. This is of course a personal opinion of the authors and in no way favors one theoretical framework over the other.

  3. The author describes mathematics affect as a composition of three distinctive dimensions: the attitude towards mathematics, anxiety and utility of mathematics.

  4. Mathematical literacy is an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen (OECD 2003).

  5. Math anxiety of students in Serbia is significantly higher than the OECD average and is 0.28.

  6. One year of schooling effect in OECD member countries corresponds to 38 points at math literacy scale (OECD 2010).

  7. The girls outperform at the national entrance test in mathematics.

  8. Typically 35 students from the population of 15 years old are at random selected within the selected schools. If fewer than thirty-five 15 years old go to a selected school, then all of the students will be invited to partake.

  9. A single correct answer within a multiple choice item or closed constructed response items.

  10. Examples of released items may be found at http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/34993147.zip

  11. The background questionnaires provide information about students’ and their family backgrounds; aspects of students’ lives (e.g., attitudes to learning and life inside school); strategies of self-regulated learning, motivational preferences and goal orientations; and aspects of learning and instruction (e.g., students’ motivation, engagement, and confidence in respect to the major domain of assessment).

  12. In both cases, two new categorical variables were created in order to examine a possible system effect, and value 1 was given to all respondents who did not answer the question.

  13. All HLM analyses were conducted using HLM version 6.06. Hierarchical cluster analysis was undertaken using SPSS 20.

  14. Full variable names are given in Table 1.

  15. Represents ratio between male and female students for each school.

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Author information

Authors and Affiliations

  1. Institute for Educational Research, Dobrinjska 11/III, Belgrade, Serbia

    Jelena Radišić

  2. Institute of Psychology, Faculty of Philosophy, University of Belgrade, Cika Ljubina 18-20, Belgrade, Serbia

    Marina Videnović

  3. Faculty of Philosophy, University of Belgrade, Cika Ljubina 18-20, Belgrade, Serbia

    Aleksander Baucal

Authors
  1. Jelena Radišić
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  2. Marina Videnović
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  3. Aleksander Baucal
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Corresponding authors

Correspondence to Jelena Radišić or Marina Videnović.

Additional information

Jelena Radišić, PhD is a research associate at the Institute for Educational Research in Belgrade (Serbia).

Current themes of research:

Her main field of interest involves exploring the teaching and learning processes and everyday classroom practices, including perspectives of both the teacher and the student. Another line of her work is connected with exploring emergent literacy. In her work, she employs both quantitative and qualitative research methods.

Most relevant publications in the field of Psychology of Education:

Radišić, J., & Ševa, N. (2013). Exploring the Factor Structure of the Parent Reading Belief Inventory (PRBI): Example of Serbia. Psihologija, 46(3), 315–329. DOI: 10.2298/PSI130716007R

Radišić, J., Raković, J., Pantić, N., Marković, J., Maksimović, A. & Marković, M. (2012). Teachers as proponents and opponents of education reforms – the case of Serbia In J. Madalińska-Michalak, H., Niemi, & S. Chong (Eds.), Research, Policy and Practice in Teacher Education in Europe (pp. 223-239), Lodz: University of Lodz

Radišić, J. (2011). “What do you mean by that?” How personal meanings are developed and constructed in literature classes at upper secondary level in (Eds.). A. Baucal,, F. Arcidiacono, & Budjevac, N., Studying interaction in different contexts: a qualitative view (pp. 153–186). Belgrade: Institute of Psychology.

Videnović, M., & Radišić, J. (2011). Mathematics related anxiety: Mathematics bogeyman or not? Psihološka istraživanja, 14(2), 157-177. (in Serbian)

Marina Videnović works as a researcher at the Institute of Psychology, Faculty of Philosophy, University of Belgrade.

Current themes of research:

Her main field of interest is related to relevant issues of youth development such as spare time and risk behaviors. In her work she employs both quantitative and qualitative research methods.

Most relevant publications in the field of Psychology of Education:

Pešić, J., Videnović, M., & Plut, D. (2013). Educational activities of secondary school students in Serbia: a time-diary analysis. Zbornik Instituta za pedagoška istraživanja, 54, 169-184.

Pešić, J., Videnović, M., & Plut, D. (2012). Leisure and positive development of youth: The time use analysis. Psihološka istraživanja, 15(2), 153-168.

Videnović, M., & Radišić, J. (2011). Mathematics related anxiety: Mathematics bogeyman or not? Psihološka istraživanja, 14(2), 157-177. (in Serbian)

Videnović, M., Pešić, J., & Plut, D. (2010). Young people's leisure time: Gender differences. Psihologija, 43(2), 199-214.

Aleksander Bauca, PhD is a professor at the Department of Psychology, Faculty of Philosophy at the University of Belgrade.

Current themes of research:

His main field of interest is the socio-cultural developmental psychology and studies of development of new competencies through symmetric (collaborative peer learning) and asymmetric (learning with adults) social interaction. The author’s work is also related to improvement of traditional pre-post test research design by integration with the Item Response Theory (IRT) and involvement of qualitative case studies.

Most relevant publications in the field of Psychology of Education:

Baucal, A., Arcidiacono, F., & Budjevac, N. (2013). “Is there an equal (amount of) juice?” Exploring the repeated question effect in conservation through conversation. European Journal of Psychology of Education, 28(2), 476-495.

Pavlović Babić, D., Baucal, A. (2011). The Big Improvement in PISA 2009 Reading Achievements in Serbia: Improvement of the Quality of Education or Something Else? CEPS Journal, 1(3), 31-52

Tartas, V., Baucal, A., & Perret-Clermont, A.N. (2010). Can You Think With Me? The Social and Cognitive Conditions and the Fruits of Learning. In: K. Littleton, C. Howe (Eds.), Educational Dialogues: Understanding and Promoting Productive interaction (pp. 64-82). London: Routledge.

Baucal, A., Pavlović Babić, D., Willms, D. (2006). Differential Selection into Secondary Schools in Serbia. Prospects, 36(4), 539-546.

Baucal, A. (2006). Development of mathematical and language literacy among Roma students. Psihologija, 39(2),207-227.

This work was supported by the Ministry of Education and Science of Serbia grants number 179034 and 179018

Appendix

Appendix

List of items measuring Math anxiety (ANXMAT)

  • I often worry that it will be difficult for me in mathematics classes.

  • I get very tense when I have to do mathematics homework.

  • I get very nervous doing mathematics problems.

  • I feel helpless when doing a mathematics problem.

  • I worry that I will get poor marks in mathematics.

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Radišić, J., Videnović, M. & Baucal, A. Math anxiety—contributing school and individual level factors. Eur J Psychol Educ 30, 1–20 (2015). https://doi.org/10.1007/s10212-014-0224-7

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