2,227
Views
15
CrossRef citations to date
0
Altmetric
Research Article

How are maths-anxious students identified and what are the key predictors of maths anxiety? Insights gained from PISA results for Korean adolescents

ORCID Icon & ORCID Icon
Pages 247-262 | Received 16 Mar 2019, Accepted 11 Nov 2019, Published online: 18 Nov 2019

References

  • Ahmed, W., Minnaert, A., Kuyper, H., & van der Werf, G. (2012). Reciprocal relationships between math self-concept and math anxiety. Learning and Individual Difference, 22(3), 385–389.
  • Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers, 41. doi:10.1787/218525261154
  • Archer, K.J., & Kimes, R.V. (2008). Empirical characterisation of random forest variable importance measures. Computational Statistics and Data Analysis, 52(4), 2249–2260.
  • Ashcraft, M.H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11, 181–185.
  • Ashcraft, M.H., & Ridley, K.S. (2005). Math anxiety and its cognitive consequences: A tutorial review. In J.D. Campbell (Ed.), Handbook of mathematical cognition (pp. 315–327). New York, NY: Psychology Press.
  • Ashcraft, M.H., & Rudig, N.O. (2012). Higher cognition is altered by noncognitive factors: How affect enhances and disrupts mathematics performance in adolescence and young adulthood. In V.F. Reyna, S.B. Chapman, M.R. Dougherty, & J. Cpmfrey (Eds.), The adolescent brain: Learning, reasoning, and decision making (pp. 243–263). Washington, DC: APA.
  • Bates, D., Maechler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1–48.
  • Breiman, L. (2001). Random forests. Machine Learning, 45(1), 5–32.
  • Cargnelutti, E., Tomasetto, C., & Passolunghi, M.C. (2017). How is anxiety related to math performance in young students? A longitudinal study of Grade 2 to Grade 3 children. Cognition and Emotion, 31(4), 755–764.
  • Cemen, P.B. (1987). The nature of mathematics anxiety (ED287729). Retrieved from ERIC database.
  • Chang, H., & Beilock, S.L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10, 33–38.
  • Chernoff, E.J., & Stone, M. (2014). An examination of math anxiety research. Ontario Association for Mathematics Education Gazette, 7, 29–31.
  • Cohen, L.D., & Rubinsten, O. (2017). Mothers, intrinsic math motivation, arithmetic skills, and math anxiety in elementary school. Frontiers in Psychology, 8, 1939.
  • Couronné, R., Probst, P., & Boulesteix, A.-L. (2018). Random forest versus logistic regression: A large-scale benchmark experiment. BMC Bioinformatics, 19(1), 270.
  • Dann, R. (2014). Assessment as learning: Blurring the boundaries of assessment and learning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice, 21(2), 149–166.
  • Delen, D. (2010). A comparative analysis of machine learning techniques for student retention management. Decision Support Systems, 49(4), 498–506.
  • Douglas, H.P., & LeFevre, J.-A. (2017). Exploring the influence of basic cognitive skills on the relation between math performance and math anxiety. Journal of Numerical Cognition, 3(3), 642–666.
  • Dowker, A., Sarkar, A., & Looi, C.Y. (2016). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7, 508.
  • Foley, A.E., Herts, J.B., Borgonovi, F., Guerriero, S., Levine, S.C., & Beilock, S.L. (2017). The math anxiety-performance link: A global phenomenon. Current Directions in Psychological Science, 26(1), 52–58.
  • Harari, R.R., Vukovic, R.K., & Bailey, S.P. (2013). Mathematics anxiety in young children: An exploratory study. The Journal of Experimental Education, 81(4), 538–555.
  • He, L., Levine, R.A., Fan, J., Beemer, J., & Stronach, J. (2018). Random forest as a predictive analytics alternative to regression in institutional research. Practical Assessment, Research, and Evaluation, 23(1). Retrieved from https://www.pareonline.net/getvn.asp?v=23&n=1
  • Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21, 33–46.
  • Ho, H., Senturk, D., Lam, A.G., Zimmer, J.M., Hong, S., Okamoto, Y., … Wang, C.P. (2000). The affective and cognitive dimensions of math anxiety: A cross-national study. Journal for Research in Mathematics Education, 31, 362–379.
  • Ho, T.K. (1995). Random decision forests. Proceedings of the 3rd International Conference on Document Analysis and Recognition (pp. 278–282). Montreal, QC.
  • Hox, J.J. (2002). Multilevel analysis: Techniques and applications. Mahwah, NJ: Routledge.
  • James, G., Witten, D., Hastie, T., & Tibshirani, R. (2013). An introduction to statistical learning. New York: Springer.
  • Jameson, M.M. (2014). Contextual factors related to math anxiety in second-grade children. The Journal of Experimental Education, 82(4), 518–536.
  • Jamieson, J.P., Mendes, W.B., Blackstock, E., & Schmader, T. (2010). Turning the knots in your stomach into bows: Reappraising arousal improves performance on the GRE. Journal of Experimental Social Psychology, 46, 208–212.
  • Joseph, Y.K., & Kaur, B. (2003). High mathematics anxiety students and mathematical problem solving. Journal of Science and Mathematics Education in Southeast Asia, 26(2), 131–142.
  • Ko, H.K., & Park, S.H. (2007). A study on the relativity of mathematical anxiety depending on the types of students’ characteristics. Journal of the Korean School Mathematics Society, 10(3), 369–384.
  • Ko, H.K., & Yi., H.S. (2011). Development and validation of a mathematics anxiety scale for students. Asia Pacific Education Review, 12, 509–521.
  • Lee, J. (2009). Universals and specifics of math self-concept, math self-efficacy, and math anxiety across 41 PISA 2003 participating countries. Learning and Individual Differences, 19, 355–365.
  • Liaw, A., & Wiener, M. (2002). randomForest: Breiman and Cutler’s random forests for classification and regression (Ver 4.6-12) [R package]. Retrieved from https://cran.r-project.org/web/packages/randomForest
  • Madjar, N., Zalsman, G., Weizman, A., Lev-Ran, S., & Shoval, G. (2018). Predictors of developing mathematics anxiety among middle-school students: A 2-year prospective study. International Journal of Psychology, 53(6), 426–432.
  • McLeod, D.B. (1994). Research on affect in mathematics learning in the JRME: 1970 to the present. Journal for Research in Mathematics Education, 25, 637–647.
  • Miller, L.D., Soh, L.-K., Samal, A., Kupzyk, K., & Nugent, G. (2015). A comparison of educational statistics and data mining approaches to identify characteristics that impact online learning. Journal of Educational Data Mining, 7(3), 117–150.
  • OECD. (2013a). OECD skills outlook 2013: First results from the survey of adult skills. OECD Publishing: Paris.
  • OECD. (2013b). PISA 2012 results: Ready to learn. Students’ engagement, drive and self-beliefs (Vol. III). OECD Publishing: Paris.
  • Park, D., Ramirez, G., & Beilock, S.L. (2014). The role of expressive writing in math anxiety. Journal of Experimental Psychology: Applied, 20, 103–111.
  • Polyzou, A., & Karpis, G.K. (2018, July). Feature selection for classifying students based on their academic performance. Proceedings of the 11th conference on educational data mining. Buffalo, New York: International Educational Data Mining Society.
  • Punaro, I., & Reeve, R. (2012). Relationships between 9-year olds’ math and literacy worries and academic abilities. Child Development Research, 2012, 1–11.
  • R Core Team. (2017). R: A language and environment for statistical computing. Retrieved from https://www.R-project.org/
  • Ramirez, G., & Beilock, S.L. (2011). Writing about testing worries boosts exam performance in the classroom. Science, 331, 211–213.
  • Ramirez, G., Chang, H., Maloney, E.A., Levine, S.C., & Beilock, S.L. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies. Journal of Experimental Child Psychology, 141, 83–100.
  • Sabourin, J.L., Mott, B.W., & Lester, J.C. (2012, July). Early prediction of student self-regulation strategies by combining multiple models. Proceedings of the 5th international conference on educational data mining (pp. 156–159). Santa Clara, CA: International Educational Data Mining Society.
  • Seligman, M.E.P. (1995). The optimistic child. Australia: Random House.
  • Sheffield, D., & Hunt, T. (2006). How does anxiety influence math performance and what can we do about it? MSOR Connections, 6(4), 19–23.
  • Soltanlou, M., Artemenko, C., Dresler, T., Fallgatter, A.J., Ehlis, A.-C., & Nuerk, H.-C. (2019). Math anxiety in combination with low visuospatial memory impairs math learning in children. Frontiers in Psychology, 10, 89.
  • Spelke, E. (2005). Sex differences in intrinsic aptitude for mathematics and science? A critical review. American Psychologist, 60, 950–958.
  • Spielberger, C.D. (1972). Conceptual and methodological issues in anxiety research. In C.D. Spielberger (Ed.), Anxiety: Current trends in theory and research (Vol. 2, pp. 481–493). New York: Academic Press.
  • Stankov, L. (2010). Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt? Learning and Individual Differences, 20, 555–563.
  • Stevenson, H.W., Hofer, B.K., & Randel, B. (2000). Mathematics achievement and attitudes about mathematics in China and the West. Journal of Psychology in Chinese Societies, 1, 1–16.
  • Supekar, K., Iuculano, T., Chen, L., & Menon, V. (2015). Remediation of childhood math anxiety and associated neural circuit through cognitive tutoring. Journal of Neuroscience, 35, 12574–12583.
  • Sweeney, M., Lester, J., & Rangwala, H. (2015, October). Next-term student grade prediction. Proceedings of the 2015 IEEE international conference on big data (pp. 970–975). Santa Clara, CA: IEEE Computer Society.
  • Tan, J.B., & Yates, S. (2011). Academic expectations as a source of stress in Asian students. Social Psychology of Education, 14, 389–407.
  • van Buuren, S., & Groothuis-Oudshoorn, K. (2011). mice: Multivariate imputation by chained equations in R. Journal of Statistical Software, 45(3), 1–67.
  • Wang, Z., Hart, S.A., Kovas, Y., Lukowski, S., Soden, B., Thompson, L.A., … Petrill, S.A. (2014). Who is afraid of math? Two sources of genetic variance for mathematical anxiety. Journal of Child Psychology and Psychiatry, 55(9), 1056–1064.
  • Wang, Z., Lukowski, S.L., Hart, S.A., Lyons, I.M., Thompson, L.A., Kovas, Y., … Petrill, S.A. (2015). Is math anxiety always bad for math learning? The role of math motivation. Psychological Science, 26(12), 1863–1876.
  • Wigfield, A., & Meece, J.L. (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psychology, 80, 210–216.
  • Xin, M. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520–540.
  • Yates, S. (2009). Teacher identification of student learned helplessness in mathematics. Mathematics Education Research Journal, 21(3), 86–106.
  • You, J. (2015). Random forests, an alternative data mining technique to decision tree. Journal of Educational Evaluation, 28(2), 427–448.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.