Mathematical Anxiety among Primary Education Degree Students in the Post-Pandemic Era: A Case Study
The study of the affective domain has grown in relevance ever since educators and researchers showed its influence in the process of teaching and learning, playing a fundamental role in the evolution of student learning. Anxiety is one component of the affective domain. The study of mathematical anx...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-02-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/2/171 |
| _version_ | 1797298427898363904 |
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| author | María Teresa Costado Dios José Carlos Piñero Charlo |
| author_facet | María Teresa Costado Dios José Carlos Piñero Charlo |
| author_sort | María Teresa Costado Dios |
| collection | DOAJ |
| description | The study of the affective domain has grown in relevance ever since educators and researchers showed its influence in the process of teaching and learning, playing a fundamental role in the evolution of student learning. Anxiety is one component of the affective domain. The study of mathematical anxiety in pre-service primary teachers at university is the focus of this study. We analyse mathematical anxiety by examining specific data from the sample (age, gender, the subjects they studied in upper-secondary education, and academic performance). One hundred and nineteen students from the Primary Education degree completed the mathematical anxiety questionnaire, obtaining an average anxiety score considered negative (3.08 above the neutral value of 3). The results show a high anxiety toward examinations (3.68) and a negative relation with academic performance. Furthermore, the results show that women, 19-year-old university students, and those from a humanities-based upper-secondary education present greater levels of anxiety than men, older students, or students from other areas of upper-secondary education, respectively. All values of mathematical anxiety are higher than pre-pandemic levels. We can conclude from the studied sample that the students show low–medium global anxiety over mathematics, medium anxiety over problem solving, and high anxiety about exams. |
| first_indexed | 2024-03-07T22:34:41Z |
| format | Article |
| id | doaj.art-9d137c6dd971406d8df24c6abbf4c37f |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-07T22:34:41Z |
| publishDate | 2024-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-9d137c6dd971406d8df24c6abbf4c37f2024-02-23T15:14:27ZengMDPI AGEducation Sciences2227-71022024-02-0114217110.3390/educsci14020171Mathematical Anxiety among Primary Education Degree Students in the Post-Pandemic Era: A Case StudyMaría Teresa Costado Dios0José Carlos Piñero Charlo1Department of Didactics, Faculty of Educational Sciences, University of Cádiz, 11510 Puerto Real, SpainDepartment of Didactics, Faculty of Educational Sciences, University of Cádiz, 11510 Puerto Real, SpainThe study of the affective domain has grown in relevance ever since educators and researchers showed its influence in the process of teaching and learning, playing a fundamental role in the evolution of student learning. Anxiety is one component of the affective domain. The study of mathematical anxiety in pre-service primary teachers at university is the focus of this study. We analyse mathematical anxiety by examining specific data from the sample (age, gender, the subjects they studied in upper-secondary education, and academic performance). One hundred and nineteen students from the Primary Education degree completed the mathematical anxiety questionnaire, obtaining an average anxiety score considered negative (3.08 above the neutral value of 3). The results show a high anxiety toward examinations (3.68) and a negative relation with academic performance. Furthermore, the results show that women, 19-year-old university students, and those from a humanities-based upper-secondary education present greater levels of anxiety than men, older students, or students from other areas of upper-secondary education, respectively. All values of mathematical anxiety are higher than pre-pandemic levels. We can conclude from the studied sample that the students show low–medium global anxiety over mathematics, medium anxiety over problem solving, and high anxiety about exams.https://www.mdpi.com/2227-7102/14/2/171COVID-19pre-service primary teachermathematical anxietyuniversity education |
| spellingShingle | María Teresa Costado Dios José Carlos Piñero Charlo Mathematical Anxiety among Primary Education Degree Students in the Post-Pandemic Era: A Case Study Education Sciences COVID-19 pre-service primary teacher mathematical anxiety university education |
| title | Mathematical Anxiety among Primary Education Degree Students in the Post-Pandemic Era: A Case Study |
| title_full | Mathematical Anxiety among Primary Education Degree Students in the Post-Pandemic Era: A Case Study |
| title_fullStr | Mathematical Anxiety among Primary Education Degree Students in the Post-Pandemic Era: A Case Study |
| title_full_unstemmed | Mathematical Anxiety among Primary Education Degree Students in the Post-Pandemic Era: A Case Study |
| title_short | Mathematical Anxiety among Primary Education Degree Students in the Post-Pandemic Era: A Case Study |
| title_sort | mathematical anxiety among primary education degree students in the post pandemic era a case study |
| topic | COVID-19 pre-service primary teacher mathematical anxiety university education |
| url | https://www.mdpi.com/2227-7102/14/2/171 |
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