Evaluating the effectiveness of cognitive-behavioral therapy on math self-concept and math anxiety of elementary school students

Abstract

This study investigated the effectiveness of cognitive-behavioral therapy (CBT) on math anxiety and math self-concept in elementary school students using an experimental design. For this study, we selected 30 students with high mathematics anxiety and low mathematics self-concept from a larger sample of 142 elementary school students in Arak City, Iran. We randomly assigned participants to either the control or treatment group. The treatment group took part in a 12-session program based on a cognitive-behavioral approach. Math Anxiety Rating Scale (MARS) and PALMA math self-concept were used to measure math anxiety and mathematics self-concept. The finding shows that participants in the treatment group reported statistically lower mathematics anxiety and higher mathematics self-concept after participating in group sessions based on CBT intervention.

Keywords:

• CBT
• cognitive-behavioral therapy
• mathematics anxiety
• mathematics self-concept
• students

Conflict of interest

The authors declare that they have no conflict of interest.

Additional information

Notes on contributors

Faramarz Asanjarani

Faramarz Asanjarani is an assistant professor at the University of Isfahan, Iran. His research interests include school psychology, school belonging, and mathematics anxiety.

Mahdi Zarebahramabadi

Mahdi zarebahramabadi is an associate professor at The Center for Research and Development in Humanities (SAMT).