Volume 8, Issue 42 (3-2021)                   2021, __(42): 115-140 | Back to browse issues page

XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Ariapooran S, Karimi M. Mathematics Anxiety in Male High School Students in the Outbreak of COVID-19: The Role of Mathematics Motivated Strategies and Mathematical Resilience. . 2021; 8 (42) :115-140
URL: http://erj.khu.ac.ir/article-1-881-en.html
Malayer University
Abstract:   (677 Views)
The purpose of the present study was to investigate the prevalence of mathematics anxiety in the outbreak of COVID-19 and role of mathematics motivated strategies for learning (cognitive, metacognitive, informational and non-informational resources management) and mathematic resilience in discriminating the membership in high school students (with low academic performance) with low and high mathematics anxiety. The research method was descriptive-correlation. The statistical population of this study consisted of all male high school students of Bahar city from Hamadan province (N=621). The study sample consisted of 247 male students who were selected by randomized cluster sampling. Mathematics Motivated Strategies for Learning (Liu & Lin, 2012), mathematics resilience (Kooken et al., 2016) and Mathematics Anxiety (Bai et al., 2009) scales were used for data collection. One-sample t-test, Pearson correlation coefficient and stepwise discriminant analysis were used for data analysis. Descriptive analysis indicated that 67.21% of students had low mathematics anxiety in the outbreak of COVID-19. According to One-sample t-test, students were in a low status in terms of using mathematical learning strategies and high status in mathematics anxiety. There was a negative relationship between mathematical learning strategies (cognitive, meta-cognitive, informational and non-informational resources management) and mathematics anxiety. Also, only the role of metacognitive strategies and mathematical resilience in predicting group membership of students with high and low math anxiety was significant. Teaching mathematics learning strategies and mathematics resilience to students with low mathematics achievements and incorporating mathematical teaching methods based on metacognition strategies and mathematics resilience into in-service programs for mathematics teachers, will be useful for decreasing students' mathematics anxiety in the outbreak of COVID-19.
Article number: 5
Full-Text [PDF 1281 kb]   (149 Downloads)    
Type of Study: Research Paper | Subject: Educational Psychology
Received: 2020/09/18 | Accepted: 2021/06/29 | Published: 2021/11/9

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2022 CC BY-NC 4.0 |

Designed & Developed by : Yektaweb