A study of the relationship between the studying approaches and mathematics achievement with Intermediary role of mathematics anxiety

• Main Authors: Bahareh Soleymani, Ghasem Rekabdar
• Format: Article
• Language: fas
• Published: Islamic Azad University, Tabriz Branch 2013-05-01
• Series: آموزش و ارزشیابی
• Subjects: studying approaches; mathematics achievement; mathematics achievement and structure equation modeling
• Online Access: http://jinev.iaut.ac.ir/article_521666_92c979e4dc46f7620eee75d187cdbde5.pdf

The purpose of this study was to examine the relationship between studying approaches and math anxiety with academic achievement in mathematics. For this purpose, 166 students (98 male and 68 female) were randomly selected with cluster sampling from Islamic Azad University branch Abadan that they are enrolment in pre-mathematics courses in the second semester of the 1389-90 year. The Approaches and Study Skills Inventory for Students scale and Fennema-Sherman Mathematics Anxiety Scale were used respectively for measuring studying approaches and mathematics anxiety, Final exam scores was considered as achievement in mathematics. The Pearson correlation test didn’t show a significant relationship between deep, strategic and surface studying approaches with mathematics achievement. Mathematics anxiety had negatively significant related to mathematics achievement and also all subscales of studying approaches had a significant relation with mathematics anxiety. Using the structural equation modeling for identifying relations between studying approaches and math achievement in the presence of math anxiety indicated a surface studying approach has a negative indirect significant effect on mathematics achievement. The result shows that students with surface studying approach show a weaker performance in mathematics, even in the non-deep tests. The results of this study can be used in academic counseling to increase mathematics achievement.