PSYCHOLOGICAL FACTORS OF MATHEMATICAL ANXIETY OBSERVED IN STUDENTS WHILE SOLVING MATHEMATICAL PROBLEMS
Keywords:
mathematical anxiety, mathematical problem, working memory, attention, performance, student psychology, problem, solution, fear, anxiety, lack of confidence.Abstract
This article analyzes the psychological essence of mathematical anxiety manifested in the process of solving mathematical problems, as well as its impact on attention, working memory, self-confidence, and academic performance. The analysis of scientific sources shows that mathematical anxiety has a stable negative correlation with success in mathematics, and that this effect becomes stronger especially when students perform complex problems and problematic tasks. In addition, the article highlights that such factors as teacher support, the learning environment, previous experience, family-related factors, and a growth mindset significantly influence the level of mathematical anxiety. The paper also offers psychological and pedagogical recommendations for educational practice.
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References
Dowker, A., Sarkar, A., Looi, C. Y. Mathematics Anxiety: What Have We Learned in 60 Years? Frontiers in Psychology, 2016.
Zhang, J., Zhao, N., Kong, Q. P. et al. The Relationship Between Math Anxiety and Math Performance: A Meta-Analytic Investigation. Frontiers in Psychology, 2019.
Finell, J., Sammallahti, E., Korhonen, J. et al. Working Memory and Its Mediating Role on the Relationship of Math Anxiety and Math Performance: A Meta-Analysis. Frontiers in Psychology, 2022.
Vanbinst, K., Bellon, E., Dowker, A., Bert, D. Mathematics Anxiety: An Intergenerational Approach. Frontiers in Psychology, 2020.
O’Leary, K., Fitzpatrick, C. L., Hallett, D. Math Anxiety Is Related to Some, but Not All, Experiences with Math. Frontiers in Psychology, 2017.
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
