The mediating role of pointer memory and mathematical self-concept in the relationship between mathematical anxiety and mathematical performance in students
Background: Math anxiety is one of the factors that disrupt students 'math performance, but the question is, are mathematical anxiety and math self-concept correlated with students' math anxiety and math performance? Aims: To investigate the mediating role of mathematical memory and math s...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | fas |
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Dr. Mahmoud Mansour publication
2020-01-01
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| Series: | مجله علوم روانشناختی |
| Subjects: | |
| Online Access: | http://psychologicalscience.ir/article-1-464-en.html |
| Summary: | Background: Math anxiety is one of the factors that disrupt students 'math performance, but the question is, are mathematical anxiety and math self-concept correlated with students' math anxiety and math performance? Aims: To investigate the mediating role of mathematical memory and math self-concept in the relationship between mathematical anxiety and mathematical performance in students. Method: This was a descriptive correlational study. The statistical population of the study consisted of all students in the experimental period of Meybod city during the academic year of 1398-1989. 260 students were selected by cluster random sampling., Dale and Azov Paradat (2012), Marsh's Mathematical Self-Concept Questionnaire (1990), and Mathematics Lesson Score at the end of term. Data were analyzed using path analysis. Results: Math anxiety predicts students' math performance negatively (P<0/05). Mathematical anxiety had a direct and significant effect on mathematical performance with the mediator role of activator memory and mathematical self-concept (P<0/05). Conclusions: Active memory and self-concept can influence students' mathematical anxiety and performance. |
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| ISSN: | 1735-7462 2676-6639 |