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dc.contributor.authorTaylor, Bret
dc.contributor.authorFraser, Barry
dc.date.accessioned2017-03-15T22:01:57Z
dc.date.available2017-03-15T22:01:57Z
dc.date.created2017-02-24T00:09:38Z
dc.date.issued2013
dc.identifier.citationTaylor, B. and Fraser, B. 2013. Relationships Between Learning Environment and Mathematics Anxiety. Learning Environments Research. 16 (2): pp. 297-313.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/49047
dc.identifier.doi10.1007/s10984-013-9134-x
dc.description.abstract

We investigated relationships between the learning environment and students’ mathematics anxiety, as well as differences between the sexes in perceptions of learning environment and anxiety. A sample of 745 high-school students in 34 different mathematics classrooms in four high schools in Southern California was used to cross-validate the What Is Happening In this Class? (WIHIC) learning environment instrument, together with an updated Revised Mathematics Anxiety Rating scale. Mathematics anxiety was found to have two factorially-distinct dimensions (namely, learning mathematics anxiety and mathematics evaluation anxiety) which yielded different patterns of results for sex differences and anxiety–environment associations. Relative to males, females perceived a more positive classroom environment and more anxiety about mathematics evaluation, but less anxiety about mathematics learning. Some statistically significant associations were found between anxiety and learning environment scales for learning mathematics anxiety but not for mathematics evaluation anxiety.

dc.publisherSpringer
dc.titleRelationships Between Learning Environment and Mathematics Anxiety
dc.typeJournal Article
dcterms.source.volume16
dcterms.source.number2
dcterms.source.startPage297
dcterms.source.endPage313
dcterms.source.issn1387-1579
dcterms.source.titleLearning Environments Research
curtin.departmentConcordia University, California
curtin.accessStatusFulltext not available


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