Analyzing Math Anxiety and Math Performance Relationship under Various Theories at School Level
Abstract
Mathematics is an important subject at all educational level. It is considered as one of the key subjects in most of the fields of study. However, Mathematics is a cause of anxiety for many students studying at different educational level. Math anxiety (MA) is considered as the sign of poor performance in Mathematics. The objective of this review study was to analyze Math anxiety (MA) and Math performance (MP) relationship under various factors and theories at school level. To conduct the review, a total of 63 full-text articles were selected from different databases by ensuring the inclusion and exclusion criteria. The studies reviewed indicated that MA and MP mostly depend on the complexity of mathematical assignments and dimensions of MA. MA evaluated with affective and cognitive dimensions under various theories indicated a negative impact on MP. The results also indicated that when MA is associated with complex mathematics problems that require numerous steps to solve indicated a higher degree of math anxiety.
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