Does mathematical anxiety differ cross-culturally?
| dc.contributor.author | Brown, Jennifer L. | |
| dc.contributor.author | Ortiz Padilla, Myriam | |
| dc.contributor.author | Soto Varela, Roberto | |
| dc.date.accessioned | 2020-01-17T13:26:26Z | |
| dc.date.available | 2020-01-17T13:26:26Z | |
| dc.date.issued | 2020 | |
| dc.description.abstract | Mathematics constitutes a foundation in the training of engineering students because their competence in this reasoning will be utilised as a tool for the resolution of real problems when inserted in the productive sector and throughout their professional life. The purpose of this causal comparative research study was to determine the difference in learning math anxiety and math evaluation anxiety for engineering students at two universities with different cultural backgrounds. The sample included 20 engineering students from the south-eastern United States and 88 engineering students from Colombia. The English and Spanish version of the AMAS, which contained nine items was divided into two subscales, used to collect data. A series of two-way factorial ANOVAs were conducted to answer the research questions that are related to cultural background, gender and the interaction effect between cultural group and gender. The results indicated there was a statistically significant difference in learning maths anxiety when comparing the two cultures. | eng |
| dc.format.mimetype | spa | |
| dc.identifier.issn | 22547339 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12442/4531 | |
| dc.language.iso | eng | eng |
| dc.publisher | Universidad de Alicante | spa |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | eng |
| dc.rights.accessrights | info:eu-repo/semantics/openAccess | eng |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | eng |
| dc.source | Journal of New Approaches in Educational Research | eng |
| dc.source | Vol. 9 N°. 1 (2020) | |
| dc.source.uri | https://doi.org/10.7821/naer.2020.1.464 | |
| dc.subject | Mathematical anxiety | eng |
| dc.subject | Post-Secondary | eng |
| dc.subject | Cross-Cultural | eng |
| dc.subject | Math Evaluation Anxiety | eng |
| dc.title | Does mathematical anxiety differ cross-culturally? | eng |
| dc.type | article | eng |
| dcterms.references | Agredo, S. M. M., Ávila Díaz, W. F., & Grisales, M. C. (2014). Prácticas culturales y su influencia en el rendimiento académico. Plumilla Educativa, 13(1), 176–193. https://doi.org/10.30554/ plumillaedu.13.406.2014 | spa |
| dcterms.references | Andrews, A., & Brown, J. L. (2015). The effects of math anxiety. Education, 135(3), 362–370. Bauselas-Herrera, E. (2018). PISA 2012: Anxiety and low performance in mathematical competence. Iberoamerican Journal of Diagnosis and evaluation - e Avaliação Psychological-RIDEP, 46(1), 161–173. https://doi.org/10.21865/RIDEP46.1.12 | eng |
| dcterms.references | Brown, J. L., & Sifuentes, L. M. (2016). Validation study of the abbreviated math anxiety scale: Spanish adaptation. Journal of Curriculum and Teaching, 5(2), 76–82. https://doi.org/10.5430/ jct.v5n2p76 | eng |
| dcterms.references | Brown, M. B., & Forsythe, A. B. (1974). Robust tests for the equality of variances. Journal of the American Statistical Association, 69(346), 364–367. https://doi.org/10.2307/2285659 | eng |
| dcterms.references | Calvo, E. A., Cascante, L. G. M., Valdés-Ayala, Z. S., & Quesada, S. S. (2017). Estudio de la ansiedad matemática en la educación media costarricense / Mathematical Anxiety in Secondary Education in Costa Rica. Revista Electrónica de Investigación Educativa, 19(1), 35–45. https://doi.org/10.24320/redie.2017.19.1.849 | eng |
| dcterms.references | Carey, E., Hill, F., Devine, A., & Szücs, D. (1987). The chicken or the egg? The direction of the relationship between mathematics anxiety and mathematics performance. Frontiers in Psychology, 6, 1–6. https://doi.org/10.3389/fpsyg.2015.01987 | eng |
| dcterms.references | Cerda, G., Ruiz, R. O., Casas, J. A., Rey, R., & Pérez, C. (2016). Predisposición desfavorable hacia el aprendizaje de las Matemáticas: una propuesta para su medición. Estudios pedagógicos (Valdivia). Estudios pedagógicos (Valdivia), 42(1), 53–63. https://doi.org/10.4067/S0718 -07052016000100004 | spa |
| dcterms.references | Cohen, R., & Swerdlik, M. (2010). Psychological testing and assessment. Boston, MA: McGraw-Hill Higher Education. | eng |
| dcterms.references | Delgado, I., Espinoza, J., & Fonseca, J. (2017). Ansiedad matemática en estudiantes universitarios de Costa Rica y su relación con el rendimiento académico y variables sociodemográficas. Propósitos y Representaciones, 5(1), 275–324. https://doi.org/10.20511/pyr2017.v5n1.148 | spa |
| dcterms.references | Devine, A., Fawcett, K., Szücs, D., & Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8, 1–9. https://doi.org/10.1186/1744-9081-8-33 | eng |
| dcterms.references | Eccius-Wellmann, C., Lara-Barragán, A. G., Martschink, B., & Freitag, S. (2017). Comparison of mathematical anxiety profiles between Mexican students and German students. Ibero-American Journal of Higher Education, 8(23), 69–83. https://doi.org/10.22201/iisue .20072872e.2017.23.3011 | eng |
| dcterms.references | Garbanzo-Vargas, G. M. (2016). Organizational Development and Change Processes in Educational Institutions, a Challenge for The Management of Education. Revista Educación, 1(40), 67–87. https://doi.org/10.15517/revedu.v40i1.22534 | eng |
| dcterms.references | García-Santillán, A., Escalera-Chávez, M. E., Santana-Villegas, J. C., & Guzmán-Rivas, B. Y. (2016). Estudio empírico para determinar el nivel de ansiedad hacia la matemática en estudiantes universitarios. International Journal of Developmental and Educational Psychology, 1(2), 441– 452. https://doi.org/10.17060/ijodaep.2016.n2.v1.545 | spa |
| dcterms.references | García-Santillán, A., Martínez-Rodríguez, V., & Santana, J. C. (2018). Psychometric Properties of the RMARS Scale in High School Students. European Journal of Contemporary Education, 7(1), 97–117. https://doi.org/10.13187/ejced.2018.1.97 | eng |
| dcterms.references | Gómez-Chacón, I. M. (2010). Actitudes de los estudiantes en el aprendizaje de la matemática con tecnología. Enseñanza de Las Ciencias, 28(2), 227–244. https://doi.org/10.5565/rev/ec/v28n2 .197 | spa |
| dcterms.references | Hopko, D. R., Mahadevan, R., Bare, R. L., & Hunt, M. K. (2003). The abbreviated math anxiety scale (AMAS): Construction, validity, and reliability. Assessment, 10(2), 178–182. https://doi.org/ 10.1177/1073191103010002008 | eng |
| dcterms.references | ICFES. (2017). National results report. Colombia in PISA 2015. Bogotá, Colombia: Colombian Institute for Educational Evaluation. | spa |
| dcterms.references | Isiksal, M., Curran, J. M., Koc, Y., & Askun, C. S. (2009). Mathematics anxiety and mathematical self-concept: Considerations in preparing elementary-school teachers. Social Behavior and Personality, 37(5), 631–643. https://doi.org/10.2224/sbp.2009.37.5.631 | eng |
| dcterms.references | Jácquez, L. F. H. (2018). Perfil sociodemográfico y académico en estudiantes universitarios respecto a su autoeficacia académica percibida. Psicogente, 21(39), 35–49. https://doi.org/10.17081/ psico.21.39.2820 | spa |
| dcterms.references | Justicia-Galiano, M. J., Pelegrina, S., Lechuga, M. T., Gutiérrez-Palma, N., Martín-Puga, E. M., & Lendínez, C. (2016). Math anxiety and its relationship to inhibitory abilities and perceived emotional intelligence / Ansiedad matemática y su relación con capacidades inhibitorias e inteligencia emocional percibida. Anales de Psicología, 1, 125–125. https://doi.org/10.6018/ analesps.32.1.194891 | eng |
| dcterms.references | Kastberg, D., Chan, J. Y., Murray, G., & Gonzales, P. (2016). Performance of U.S. 15-year-old students in science, reading, and mathematics literacy in an international context: First look at PISA 2015 (NCES 2017-048). Retrieved from https://nces.ed.gov/pubs2017/2017048.pdf | eng |
| dcterms.references | Maloney, E. A., Schaeffer, M. W., & Beilock, S. L. (2013). Mathematics anxiety and stereotype threat: shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115–128. https://doi.org/10.1080/14794802.2013.797744 | eng |
| dcterms.references | Marshall, G. (2000). Explaining mathematics anxiety in college students. A research project. The Mathematics Educator, 5(1/2), 108–116. | eng |
| dcterms.references | Mehdinezhad, V., & Bamari, Z. (2015). The Relationship between Test Anxiety, Epistemological Beliefs and Problem Solving among Students. Journal of New Approaches in Educational Research, 4(1), 2–8. https://doi.org/10.7821/naer.2015.1.97 | eng |
| dcterms.references | NCTM. (2003). Principios y estándares para la educación matemática. USA: Reston. | spa |
| dcterms.references | O’Leary, K., Fitzpatrick, C. L., & Hallett, D. (2017). Math anxiety is related to some, but not all, experiences with math. Frontiers in Psychology, 8, 1–14. https://doi.org/10.3389/fpsyg.2017 .02067 | eng |
| dcterms.references | Pérez-Tyteca, P. (2012). La ansiedad matemática como centro de un modelo causal predictivo de la elección de carreras (Doctoral dissertation). Retrieved from http://hdl.handle.net/10481/ 23293 | spa |
| dcterms.references | Pérez-Tyteca, P., Castro, E., Rico, L., & Castro, E. (2011). Mathematical anxiety, gender and knowledge branches in university students. Science Teaching: Journal of Research and Didactic Experiences, 29(2), 237–250. https://doi.org/10.5565/rev/ec/v29n2.570 | eng |
| dcterms.references | Pérez-Tyteca, P., Monk, J., & Castro, E. (2013). Affection and mathematics. Design an interview to access the feelings of adolescent students. Research Advances in Mathematical Education, 4, 65–82. | eng |
| dcterms.references | Reali, F., Jimenez-Leal, W., Maldonado-Carreño, C., Devine, A., & Szücs, D. (2016). Examining the link between mathematical anxiety and mathematical performance in Colombian students. Revista Colombiana de Psicologia, 25(2), 369–379. https://doi.org/10.15446/rcp | eng |
| dcterms.references | Rodic, M., Cui, J., Malykh, S., Zhou, X., Gynku, E. I., Bogdanova, E. L., … ., Y. (2018). Cognition, emotion, and arithmetic in primary school: A cross-cultural investigation. British Journal of Develepmental Psychology, 36, 255–276. https://doi.org/10.1111/bjdp.12248 | eng |
| dcterms.references | Solà, N. G., Planas, N., & Vilella, X. (2000). Cultura y educación matemática. . Cuadernos de pedagogía, 288, 72–75. | spa |
| dcterms.references | Suárez, J. G., Perez-Tyteca, P., & Monje, J. (2018). La utilidad de las matemáticas desde la perspectiva de futuros ingenieros mexicanos del Centro Universitario de la Costa Sur. In R. Roig-Vila (Ed.), El compromiso académico y social a través de la investigación e innovación educativas en la Enseñanza Superior (pp. 213–223). Barcelona: Octaedro. | spa |
Archivos
Bloque original
1 - 1 de 1
Cargando...
- Nombre:
- Doesmathematialanxietydiffercrossculturally.pdf
- Tamaño:
- 157.47 KB
- Formato:
- Adobe Portable Document Format
- Descripción:
Bloque de licencias
1 - 1 de 1
No hay miniatura disponible
- Nombre:
- license.txt
- Tamaño:
- 381 B
- Formato:
- Item-specific license agreed upon to submission
- Descripción: