Relationships between mathematics performance and attitudes to mathematics: influences of gender, test anxiety and working memory
Many studies have indicated that mathematics anxiety, and other negative attitudes and emotions toward mathematics, are pervasive and are associated with lower mathematical performance. Some previous research has suggested that working memory is related to both mathematics anxiety and mathematics (e...
| Main Authors: | , |
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| Format: | Journal article |
| Language: | English |
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Frontiers Media
2022
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| _version_ | 1797106959305932800 |
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| author | Dowker, A Sheridan, H |
| author_facet | Dowker, A Sheridan, H |
| author_sort | Dowker, A |
| collection | OXFORD |
| description | Many studies have indicated that mathematics anxiety, and other negative attitudes and emotions toward mathematics, are pervasive and are associated with lower mathematical performance. Some previous research has suggested that working memory is related to both mathematics anxiety and mathematics (e.g. Ashcraft & Kirk, 2001). Moreover, both gender and chosen course of study (sciences versus humanities) appeared likely to influence students’ attitudes to mathematics. In the present study, 40 university undergraduates completed a battery of assessments investigating working memory, attitude to mathematics, test anxiety. and mental and written arithmetic. Attitudes to mathematics were significantly associated with the other variables: working memory, test anxiety and both measures of mathematical performance. The other variables were not strongly associated with one another. There were no gender difference in mathematical performance but females exhibited more negative attitudes to mathematics and higher test anxiety than males. After controlling for test anxiety, there ceased to be significant gender differences in attitudes to mathematics. Science students had more positive attitudes to mathematics than humanities students, but the groups did not differ in test anxiety, Science students were better at written but not mental arithmetic. They were also better at working memory, but this was not a significant covariate when the groups were compared on mathematical performance and attitudes to mathematics The results are discussed, with particular focus on implications for future research on influences on mathematics anxiety. |
| first_indexed | 2024-03-07T07:08:22Z |
| format | Journal article |
| id | oxford-uuid:cc6d4b46-9bef-498c-8867-8ba42b95fbd6 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T07:08:22Z |
| publishDate | 2022 |
| publisher | Frontiers Media |
| record_format | dspace |
| spelling | oxford-uuid:cc6d4b46-9bef-498c-8867-8ba42b95fbd62022-05-24T14:51:25ZRelationships between mathematics performance and attitudes to mathematics: influences of gender, test anxiety and working memoryJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:cc6d4b46-9bef-498c-8867-8ba42b95fbd6EnglishSymplectic ElementsFrontiers Media2022Dowker, ASheridan, HMany studies have indicated that mathematics anxiety, and other negative attitudes and emotions toward mathematics, are pervasive and are associated with lower mathematical performance. Some previous research has suggested that working memory is related to both mathematics anxiety and mathematics (e.g. Ashcraft & Kirk, 2001). Moreover, both gender and chosen course of study (sciences versus humanities) appeared likely to influence students’ attitudes to mathematics. In the present study, 40 university undergraduates completed a battery of assessments investigating working memory, attitude to mathematics, test anxiety. and mental and written arithmetic. Attitudes to mathematics were significantly associated with the other variables: working memory, test anxiety and both measures of mathematical performance. The other variables were not strongly associated with one another. There were no gender difference in mathematical performance but females exhibited more negative attitudes to mathematics and higher test anxiety than males. After controlling for test anxiety, there ceased to be significant gender differences in attitudes to mathematics. Science students had more positive attitudes to mathematics than humanities students, but the groups did not differ in test anxiety, Science students were better at written but not mental arithmetic. They were also better at working memory, but this was not a significant covariate when the groups were compared on mathematical performance and attitudes to mathematics The results are discussed, with particular focus on implications for future research on influences on mathematics anxiety. |
| spellingShingle | Dowker, A Sheridan, H Relationships between mathematics performance and attitudes to mathematics: influences of gender, test anxiety and working memory |
| title | Relationships between mathematics performance and attitudes to mathematics: influences of gender, test anxiety and working memory |
| title_full | Relationships between mathematics performance and attitudes to mathematics: influences of gender, test anxiety and working memory |
| title_fullStr | Relationships between mathematics performance and attitudes to mathematics: influences of gender, test anxiety and working memory |
| title_full_unstemmed | Relationships between mathematics performance and attitudes to mathematics: influences of gender, test anxiety and working memory |
| title_short | Relationships between mathematics performance and attitudes to mathematics: influences of gender, test anxiety and working memory |
| title_sort | relationships between mathematics performance and attitudes to mathematics influences of gender test anxiety and working memory |
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