The DOI matches its Crossref record; 58 of the 58 references it cites were found in a registry or an index.
A Meta-Analysis of the Relationship between Anxiety toward Mathematics and Achievement in Mathematics
Abstract
In this meta-analysis I examined 26 studies on the relationship between anxiety toward mathematics and achievement in mathematics among elementary and secondary students. The common population correlation for the relationship is significant (-.27). A series of general linear models indicated that the relationship is consistent across gender groups, grade-level groups, ethnic groups, instruments measuring anxiety, and years of publication. The relationship, however, differs significantly among instruments measuring achievement as well as among types of publication. Researchers using standardized achievement tests tend to report a relationship of significantly smaller magnitude than researchers using mathematics teachers' grades and researcher-made achievement tests. Published studies tend to indicate a significantly smaller magnitude of the relationship than unpublished studies. There are no significant interaction effects among key variables such as gender, grade, and ethnicity.
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Cited by
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002) · Educational Psychologist · doi:10.1207/s15326985ep3702_4 · Cited by 3,931
Mathematics anxiety: what have we learned in 60 years?
Dowker, A., Sarkar, A., & Looi, C. Y. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00508 · Cited by 811
SECOND LANGUAGE ANXIETY AND ACHIEVEMENT: A META-ANALYSIS
Teimouri, Y., Goetze, J., & Plonsky, L. (2019) · Studies in Second Language Acquisition · doi:10.1017/s0272263118000311 · Cited by 611
OECD (2005) · PISA · doi:10.1787/9789264010543-en · Cited by 465
The relationship between math anxiety and math performance: a meta-analytic investigation
Zhang, J., Zhao, N., & Kong, Q. P. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.01613 · Cited by 347
Metadata
- Authors
- Ma, X.
- Venue
- Journal for Research in Mathematics Education
- Published
- 1999-11
- Volume
- 30
- Issue
- 5
- Pages
- 520
- ISSN
- 0021-8251 (ISSN-L)
- OpenAlex
- W2013451963
- Cited by
- 914
- References
- 58
- FWCI
- 2.81
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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