An Examination of Elementary Math Anxiety, Self Efficacy, and Academic Achievement

1 online resource (131 pages) : PDF

2017

University of North Carolina at Charlotte

The study aims to explore the level of suburban 5th grade students’ mathematics self-efficacy, math anxiety, and academic achievement, to discover the possible interconnections between these parameters. The measures used to evaluate each included the Math Anxiety Rating Scale, the Self-Efficacy Questionnaire, and the North Carolina End of Grade Assessment for the 2015-2016 school year. The 5th grade students (N=38) were divided into two clusters: 1) students with positive mathematical self: higher mathematics self-efficacy and self-concept and lower anxiety (n=7) and 2) students with negative mathematical self: lower mathematics self-efficacy and self-concept and higher anxiety (n=5).

doctoral dissertations

Education
Education, Elementary

Ph.D.

Academic Achievement
Elementary Education
Math Anxiety
Self-Efficacy

Curriculum & Instruction

Polly, Drew

VanSledright, Bruce
Rock, Tracy
Petty, Teresa

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2017.

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Copyright is held by the author unless otherwise indicated.

McMillian_uncc_0694D_11368

http://hdl.handle.net/20.500.13093/etd:1042