The Role of Teachers’ Support and Enthusiasm in Predicting Mathematics Anxiety and Confidence among Students
Keywords:
enthusiasm, mathematics anxiety, self-confidence, students, support
Abstract
The goal of this study was to examine the contribution of teachers’ support and enthusiasm to explaining self-confidence and mathematics anxiety in primary-school students. The results of the t-test showed that girls and boys statistically significantly differ only in the perception of confidence variable, while no gender difference was determined in the other variables. The results of regression analysis showed that teachers' support and enthusiasm are predictors of student self-confidence, with support also making an independent contribution to explaining mathematics anxiety.
Downloads
Download data is not yet available.
References
Adediwura, A. A. (2011). The development and confirmatory factor analysis of a scale for the measurement of gifted students attitude towards mathematics. World Journal of Education, 1(1), 52–62. doi:10.5430/wje.v1n1p52
Ahmed, W., Minnaert, A., Kuyper, H. and van der Werf, G. (2012). Reciprocal relationships between math self-concept and math anxiety. Learning and Individual Differences, 22(3), 385–389. https://doi.org/10.1016/j.lindif.2011.12.004
Al-Shannaq, M. M. and Leppavirta, J. (2020). Comparing math anxiety of scientific facilities students as related to achievement, and some variables. International Journal of Instruction, 13(1), 341–352. https://doi.org/10.29333/iji.2020.13123a
Antolin D. and Lipovec A. (2013). Postavljanje podpore v okviru vključevanja staršev matematikov v matematično izobraževanje njihovih otrok [Scaffolding as Part of Parental Involvement of Mathematicians in their Children‘s Mathematics Education]. Journal of Elementary Education, 6(1), 43–56. Retrieved from https://journals.um.si/index.php/education/–article/view/477 (Accessed: 21. 11. 2020.)
Antolin Drešar, D. and Lipovec, A. (2017). Mathematical experiences and parental involvement of parents who are and who are not mathematicians. Irish Educational Studies, 36(3), 357–374. http://dx.doi.org/10.1080/03323315.2017.1333445
Arambašić, L., Vlahović-Štetić, V. and Severinac, A. (2005). Je li matematika bauk? Stavovi, uvjerenja i strah od matematike kod gimnazijalaca [Is Math Something Scary? Attitudes towards and Beliefs about Math and Math Anxiety in Secondary School Students]. Društvena istraživanja, 14(6), 1081–1102. https://hrcak.srce.hr/18096
Artemenko, C., Daroczy, G. and Nuerk, H. C. (2015). Neural correlates of math anxiety – An overview and implications. Frontiers in Psychology, 6(1333), 1–8. https://doi.org/10.3389/fpsy–g.2015.01333
Ashcraft, M. and Moore, A. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27(3), 197–205. https://doi.org/10.1177/0734282908330580
Baloğlu, M. and Koçak, R. (2006). A multivariate investigation of the differences in mathematics anxiety. Personality and Individual Differences, 40(7), 1325–1335. https://doi.org/10.101–6/j.paid.2005.10.009
Boaler, J. (1997). Reclaiming school mathematics: The girls fight back. Gender and Education, 9(3), 285–305. https://doi.org/10.1080/09540259721268
Braš Roth, M., Gregurović M., Markočić Dekanić, A. and Ružić, D. (2014). PISA 2012: Financijska pismenost [PISA 2012: Financial Literacy]. Zagreb: Nacionalni centar za vanjsko vrednovanje obrazovanja.
Brigham, F. J., Scruggs, T. E. and Mastropieri, M. A. (1992). Teacher enthusiasm in learning disabilities classrooms: Effects on learning and behavior. Learning Disabilities Research & Practice, 7(2), 68–73.
Brophy, J. and Good, T. L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 328-375). New York: Macmillan.
Buckley, P. A. and Ribordy, S. C. (1982). Mathematics anxiety and the effects of evaluative instructions on math performance. Paper presented at the Midwestern Psychological Association, Minneapolis, MN. https://files.eric.ed.gov/fulltext/ED222334.pdf (Accessed: November 8th 2020.)
Burton, G. M. (1979). Getting comfortable with mathematics. The Elementary School Journal, 79(3), 129–135. https://doi.org/10.1086/461142
Cates, G. L. and Rhymer, K. N. (2003). Examining the Relationship between Mathematics Anxiety and Mathematics Performance: An Instructional Hierarchy Perspective. Journal of Behavioral Education, 12(1), 23–34. https://doi.org/10.1023/A:1022318321416
Cemen, P. B. (1987). The Nature of Mathematics Anxiety (Reports-Research; Information Analyses). https://eric.ed.gov/?id=ED287729(Accessed: December 1st 2020.)
Cerbito, F. A. (2020). Comparative analysis of mathematics proficiency and attitudes toward mathematics of senior high school student. International Journal of Scientific and Research Publications, 10(5), 211–222. http://dx.doi.org/10.29322/IJSRP.10.05.2020.p10125
Collins, M. L. (1978). Effects of enthusiasm training on preservice elementary teachers. Research in Teacher Education, 29(1), 53–57. https://doi.org/10.1177/002248717802900120
Davadas, S. D., and Lay, Y. F. (2020). Contributing factors of secondary students' attitude towards mathematics. European Journal of Educational Research, 9(2), 489–498. https://doi.org/1–0.12973/eu-jer.9.2.489
Devine, A., Fawcett, K., Szűcs, D., and Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8, Article 33. https://doi.org/10.1186/1744-9081-8-33
Dubow, E. F., Tisak, J., Causey, D., Hryshko, A., and Reid, G. (1991). A 2-year longitudinal study of stressful life events, social support, and social problem-solving skills – Contribution to children’s behavioral and academic adjustment. Child Development, 62(3), 583–599. https://doi.org/10.1111/j.1467-8624.1991.tb01554.x.
Else-Quest, N. M., Hyde, J. S., and Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136(1), 103–127. https://doi.o–rg/10.1037/a0018053
Fennema, E., and Sherman, J. (1976). Fennema-Sherman mathematics attitudes scales: Instrument designed to measure attitudes toward mathematics, toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324–326. https://doi.–org/10.2307/748467
Forgasz, H., and Markovits, Z. (2018). Elementary students' views on the gendering of mathematics. European Journal of Educational Research, 7(4), 867–876. https://doi.org/10.12973/eu-jer.7.4.867
Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., and Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705–716. https://doi.org/10.1037/a0014695
Frenzel, A. C., Goetz, T., Pekrun, R., and Watt, H. M. G. (2010). Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context. Journal of Research on Adolescence, 20(2), 507–537. https://doi.org/10.1111/j.1532-7795.2010.00645.x
Furner, J. M. (2017). Helping all students become Einstein’s using bibliotherapy when teaching mathematics to prepare students for a STEM world. Pedagogical Research, 2(1), 1–11. https://doi.org/10.20897/pedre.201701
Garcia-Reid, P., Peterson, C. H. and Reid, R. J. (2015). Parent and teacher support among Latino immigrant youth. Education and Urban Society, 47(3), 328–343. https://doi.org/1–0.1177/0013124513495278
Greenwood, J. (1984). SoundOFF: My anxieties about math anxiety. The Mathematics Teacher, 77(9), 662–663. https://doi.org/10.5951/MT.77.9.0662
Guita, G. B. and Tan, D. A. (2018). Mathematics anxiety and students' academic achievement in a reciprocal learning environment. International Journal of English and Education, 7(3), 112–124.
Hamre, B. K. and Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005. 00889.x
Hannula, M. S., Maijala, H. and Pehkonen, E. (2004). Development of understanding and self-confidence in mathematics; grades 5-8. In M. J. Høines and A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 17–24). Bergen, Norway: PME.
Hendel, D. D. (1980). Experiential and affective correlations of math anxiety in adult women. Psychology of Women Quarterly, 5(2), 219–230. https://doi.org/10.1111/j.1471-6402.1980.tb00958.x
Hlalele, D. (2012). Exploring rural high school learners' experience of mathematics anxiety in academic settings. South African Journal of Education, 32(3), 267–278. https://doi.org/10.15700/saje. v32n3a623
Hunt, G. E. (1985). Math anxiety – Where do we go from here? Focus on Learning Problems in Mathematics, 7(2), 29-40.
Hyde, J. S., Fennema, E., Ryan, M., Frost, L. A. and Hopp, C. (1990). Gender comparisons of mathematics attitudes and affect: A meta-analysis. Psychology of Women, 14(3), 299–324. https://doi.org/10.1111/j.1471-6402.1990.tb00022.x
Jackson, C. D. and Leffingwell, R. J. (1999). The role of instructor in creating math anxiety in students from kindergarten through college. Mathematics Teacher, 92(7), 583–586. https://doi.org/1-0.4236/psych.2013.46A2005
Katz, I., Kaplan, A. and Gueta, G. (2009). Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study. The Journal of Experimental Education, 78(2), 246–267. https://doi.org/10.1080/00220970903292868
Keller, M. M., Hoy, A. W., Goetz, T. and Frenzel, A. C. (2016). Teacher enthusiasm: Reviewing and redefining a complex construct. Educational Psychology Review, 28(4), 743–769. https://doi.or-g/10.1007/s10648-015-9354-y
Ker, H. V. (2013). Trend analysis on mathematics achievements: A comparative study TIMSS data. Universal Journal of Educational Research, 1(3), 200–203. https://doi.org/10.13189/ujer.-2013.010309
Klem, A. M. and Connell, J. P. (2004). Relationships matter: linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273. https://doi.org/10-.1111/j.1746-1561.2004.tb08283.x
Kliman, M. (2006). Math Out of School: Families’ Math Game Playing at Home. The School Community Journal 16(2), 69–90. Retrieved from https://www.adi.org/journal/fw06/KlimanFa-ll2006.pdf (Accessed: 6. 11. 2020.)
Kunter, M. and Baumert, J. (2006). Who is the expert? Construct and criteria validity of student and teacher ratings of instruction. Learning Environments Research, 9(3), 231–251. https://doi.or-g/10.1007/s10984-006-90157
Kunter, M., Frenzel, A., Nagy, G., Baumert, J. and Pekrun, R. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology, 36(4), 289–301. https://doi.org/0.1016/j.cedpsych.2011.07.001
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T. and Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. https://doi.org/10.1037/a0032583
Kunter, M., Tsai, Y.-M., Klusmann, U., Brunner, M., Krauss, S. and Baumert, J. (2008). Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18(5), 468–482. https://doi.org/10.1016/j.learninstruc.2008.06.008
Kvedere, L. (2014). Mathematics self-efficacy, self-concept and anxiety among 9th grade students in Latvia. Procedia - Social and Behavioral Sciences, 116, 2687–2690. https://doi.org/10.1016/j.s-bspro.2014.01.636
Lazarides, R., Gaspard, H., and Dicke, A.-L. (2019). Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support. Learning and Instruction, 60, 12–137. https://doi.org/10.1016/j.learninstruc.2018.01.012
Lefevre, J.-A., Clarke, T. and Stringer, A. P. (2002). Influences of language and parental involvement on the development of counting skills: Comparisons of French- and English-speaking Canadian children. Early Child Development and Care, 172(3), 283–300. https://do-i.org/10.1080/03004430212127
Long, J. F. and Hoy, A. W. (2006). Interested instructors: A composite portrait of individual differences and effectiveness. Teaching and Teacher Education, 22(3), 303–314. https://doi.org/10.1016/j.-tate.2005.11.001
Lutovac, S. (2008). Matematična anksioznost [Mathematics Anxiety]. Journal of Elementary Education, 1(1/2), 105–112. https://journals.um.si/index.php/education/article/view/200
Ma, X. (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. https://doi.org/10.2307/749772
Ma, X. (2003). Effects of early acceleration of students in mathematics on attitudes toward mathematics and mathematics anxiety. Teachers College Record, 105(3), 438–464. https://doi.org/10.1111/-1467-9620.00246
Maliki, E. A., Ngban, A. N. and Ibu, J. E. (2009). Analysis of students' performance in junior secondary school mathematics examination in Bayelsa State of Nigeria. Studies on Home and Community Science, 3(2), 131–134. https://doi.org/10.1080/09737189.2009.11885288
Marchis, I. (2011). Factors that influence secondary school students’ attitude to mathematics. Procedia - Social and Behavioral Sciences, 29, 786–793. https://doi.org/10.1016/j.sbspro.2011.11.306
Marshall, E. M., Staddon, R. V., Wilson, D. A. and Mann, V. E. (2017). Addressing maths anxiety and engaging students with maths within the curriculum. MSOR Connections, 15(3), 28–35. https://doi.org/10.21100/msor.v15i3.555
McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grouwd (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 575-596). New York: Macmillan.
Miscevic-Kadijevic, G. (2015). TIMSS 2011: Relationship between self-confidence and cognitive achievement for Serbia and Slovenia. Revista Electrónica de Investigación Educativa, 17(3), 109–115. Retrieved from http://redie.uabc.mx/vol17no3/contents-miscevic.html (Accessed: 14. 11. 2020.)
Mohd, N., Mahmood, T. F. P. T. and Ismail, M. N. (2011). Factors that influence students in mathematics achievement. International Journal of Academic Research, 3(3), 49-54.
OECD (2013). "Mathematics self-beliefs and participation in mathematics-related activities", in PISA 2012 Results: Ready to Learn (Volume III), Students' Engagement, Drive and Self-Beliefs. Paris: OECD Publishing. https://doi.org/10.1787/9789264201170-en
OECD (2020). “Teacher enthusiasm”, in PISA 2018 Results (Volume III): What School Life Means for Students’ Lives. Paris: OECD Publishing. https://doi.org/10.1787/b9ed2d5d-en
Opstad, L. and Årethun, T. (2019). Choice of courses in mathematics at upper-secondary school and attitudes towards mathematics among business students: The case of Norway. International Journal of Learning, Teaching and Educational Research, 18(7), 228–244. https://doi.org/10.2-6803/iijlter.18.7.15
Patrick, B. C., Hisley, J. and Kempler, T. (2000). "What's everybody so excited about?" The effects of teacher enthusiasm on student intrinsic motivation and vitality. Journal of Experimental Education, 68(3), 217-236. https://doi.org/10.1080/00220970009600093
Patrick, H., Ryan, A. M. and Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83–98. https://doi.org/10.1037/0022-0663.99.1.83
Patrick, H., Turner, J. C., Meyer, D. K. and Midgley, C. (2003). How teachers establish psychological environments during the first days of school: Associations with avoidance in mathematics. Teachers College Record, 105(8), 1521–1558. https://doi.org/10.1111/1467-9620.00299
Richardson, F. C. and Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551-554. https://doi.org/10.1037/h0033456
Roeser, R. W., Midgley, C. and Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408–422. https://doi.org/10.1037/0022-0663.88.3.408
Sakiz, G., Pape, S. J. and Hoy, A. W. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50(2), 235–255. https://doi.org/10.1016/j.jsp.2011.10.005
Schiefele, U. (2009). Situational and individual interest. In K. R. Wenzel and A. Wigfield (Eds.), Educational Psychology Handbook Series. Handbook of Motivation at School (pp. 197–222). New York/London: Routledge/Taylor & Francis Group.
Stodolsky, S. S. (1985). Telling math: Origins of math aversion and anxiety. Educational Psychologist, 20(3), 125–133. https://doi.org/10.1207/s15326985ep2003_2
Tapia, M. and Marsh, G. E. (2004). An instrument to measure mathematics attitudes. Academic Exchange Quarterly, 8(2), 16-21. http://www.rapidintellect.com/AEQweb/cho25344l.htm
Tariq, V. N. and Durrani, N. (2012). Factors influencing undergraduates' self-evaluation of numerical competence. International Journal of Mathematical Education in Science and Technology, 43(3), 337-356. https://doi.org/10.1080/0020739X.2011.618552
Tobias, S. (1978). Overcoming Math Anxiety. Boston: Houghton Mifflin.
Tobias, S. and Weissbrod, C. (1980). Anxiety and mathematics: An update. Harvard Educational Review, 50(1), 63-70. https://doi.org/10.17763/haer.50.1.xw483257j6035084
Turner, J. C., Meyer, D. K., Cox, K. E., Logan, C., DiCintio, M. and Thomas, C. T. (1998). Creating contexts for involvement in mathematics. Journal of Educational Psychology, 90(4), 730-745. https://doi.org/10.1037/0022-0663.90.4.730
Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E. M., Kang, Y. and Patrick, H. (2002). The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94(1), 88–106. https://doi.org-/10.1037//0022-0663.94.1.88
Vidić, T. (2016). Stavovi učenika osnovne škole prema matematici [Elementary school students' attitudes towards mathematics]. Napredak, 157(1-2), 11-32. https://hrcak.srce.hr/177221
Vidić, T., Smetko, S. and Maričić, A. (2020). Strah od matematike učenika u osnovnoj školi [Mathematics anxiety in elementary school students]. Napredak, 161(3-4), 203-219. Retrieved from https://hrcak.srce.hr/index.php?show=clanak&id_clanak_jezik=363274 (Accessed: 2. 12. 2020.)
Vizek-Vidović, V. (1994). Konativno-afektivne osobine učenika i školski uspjeh u matematici [Conative-affective pupils' characteristics and school achievement in math], Napredak, 135(4), 395-403.
Wadlington, E. and Wadlington, P. L. (2008). Helping students with mathematical disabilities to succeed, Preventing School Failure: Alternative Education for Children and Youth, 53(1), 2-7. https://doi.org/10.3200/PSFL.53.1.2-7
Wenström, S., Uusiautti, S., and Määttä, K. (2018). ''The force that keeps you going'': Enthusiasm in vocational education and training (VET) teachers' work. International Journal for Research in Vocational Education and Training, 5(4), 244-263. https://doi.org/10.13152/IJRVET.5.4.1
Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411–419. https://doi.org/10.1037/0022-0663.89.3.411
Yeo, W. L., Tan, C. K. and Lew, S. L. (2015). Mathematics anxiety among male and female students. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 9(8), 2830–2835. https://doi.org/10.1016/j.sbspro.2010.12.066
Ahmed, W., Minnaert, A., Kuyper, H. and van der Werf, G. (2012). Reciprocal relationships between math self-concept and math anxiety. Learning and Individual Differences, 22(3), 385–389. https://doi.org/10.1016/j.lindif.2011.12.004
Al-Shannaq, M. M. and Leppavirta, J. (2020). Comparing math anxiety of scientific facilities students as related to achievement, and some variables. International Journal of Instruction, 13(1), 341–352. https://doi.org/10.29333/iji.2020.13123a
Antolin D. and Lipovec A. (2013). Postavljanje podpore v okviru vključevanja staršev matematikov v matematično izobraževanje njihovih otrok [Scaffolding as Part of Parental Involvement of Mathematicians in their Children‘s Mathematics Education]. Journal of Elementary Education, 6(1), 43–56. Retrieved from https://journals.um.si/index.php/education/–article/view/477 (Accessed: 21. 11. 2020.)
Antolin Drešar, D. and Lipovec, A. (2017). Mathematical experiences and parental involvement of parents who are and who are not mathematicians. Irish Educational Studies, 36(3), 357–374. http://dx.doi.org/10.1080/03323315.2017.1333445
Arambašić, L., Vlahović-Štetić, V. and Severinac, A. (2005). Je li matematika bauk? Stavovi, uvjerenja i strah od matematike kod gimnazijalaca [Is Math Something Scary? Attitudes towards and Beliefs about Math and Math Anxiety in Secondary School Students]. Društvena istraživanja, 14(6), 1081–1102. https://hrcak.srce.hr/18096
Artemenko, C., Daroczy, G. and Nuerk, H. C. (2015). Neural correlates of math anxiety – An overview and implications. Frontiers in Psychology, 6(1333), 1–8. https://doi.org/10.3389/fpsy–g.2015.01333
Ashcraft, M. and Moore, A. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27(3), 197–205. https://doi.org/10.1177/0734282908330580
Baloğlu, M. and Koçak, R. (2006). A multivariate investigation of the differences in mathematics anxiety. Personality and Individual Differences, 40(7), 1325–1335. https://doi.org/10.101–6/j.paid.2005.10.009
Boaler, J. (1997). Reclaiming school mathematics: The girls fight back. Gender and Education, 9(3), 285–305. https://doi.org/10.1080/09540259721268
Braš Roth, M., Gregurović M., Markočić Dekanić, A. and Ružić, D. (2014). PISA 2012: Financijska pismenost [PISA 2012: Financial Literacy]. Zagreb: Nacionalni centar za vanjsko vrednovanje obrazovanja.
Brigham, F. J., Scruggs, T. E. and Mastropieri, M. A. (1992). Teacher enthusiasm in learning disabilities classrooms: Effects on learning and behavior. Learning Disabilities Research & Practice, 7(2), 68–73.
Brophy, J. and Good, T. L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 328-375). New York: Macmillan.
Buckley, P. A. and Ribordy, S. C. (1982). Mathematics anxiety and the effects of evaluative instructions on math performance. Paper presented at the Midwestern Psychological Association, Minneapolis, MN. https://files.eric.ed.gov/fulltext/ED222334.pdf (Accessed: November 8th 2020.)
Burton, G. M. (1979). Getting comfortable with mathematics. The Elementary School Journal, 79(3), 129–135. https://doi.org/10.1086/461142
Cates, G. L. and Rhymer, K. N. (2003). Examining the Relationship between Mathematics Anxiety and Mathematics Performance: An Instructional Hierarchy Perspective. Journal of Behavioral Education, 12(1), 23–34. https://doi.org/10.1023/A:1022318321416
Cemen, P. B. (1987). The Nature of Mathematics Anxiety (Reports-Research; Information Analyses). https://eric.ed.gov/?id=ED287729(Accessed: December 1st 2020.)
Cerbito, F. A. (2020). Comparative analysis of mathematics proficiency and attitudes toward mathematics of senior high school student. International Journal of Scientific and Research Publications, 10(5), 211–222. http://dx.doi.org/10.29322/IJSRP.10.05.2020.p10125
Collins, M. L. (1978). Effects of enthusiasm training on preservice elementary teachers. Research in Teacher Education, 29(1), 53–57. https://doi.org/10.1177/002248717802900120
Davadas, S. D., and Lay, Y. F. (2020). Contributing factors of secondary students' attitude towards mathematics. European Journal of Educational Research, 9(2), 489–498. https://doi.org/1–0.12973/eu-jer.9.2.489
Devine, A., Fawcett, K., Szűcs, D., and Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8, Article 33. https://doi.org/10.1186/1744-9081-8-33
Dubow, E. F., Tisak, J., Causey, D., Hryshko, A., and Reid, G. (1991). A 2-year longitudinal study of stressful life events, social support, and social problem-solving skills – Contribution to children’s behavioral and academic adjustment. Child Development, 62(3), 583–599. https://doi.org/10.1111/j.1467-8624.1991.tb01554.x.
Else-Quest, N. M., Hyde, J. S., and Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136(1), 103–127. https://doi.o–rg/10.1037/a0018053
Fennema, E., and Sherman, J. (1976). Fennema-Sherman mathematics attitudes scales: Instrument designed to measure attitudes toward mathematics, toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324–326. https://doi.–org/10.2307/748467
Forgasz, H., and Markovits, Z. (2018). Elementary students' views on the gendering of mathematics. European Journal of Educational Research, 7(4), 867–876. https://doi.org/10.12973/eu-jer.7.4.867
Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., and Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705–716. https://doi.org/10.1037/a0014695
Frenzel, A. C., Goetz, T., Pekrun, R., and Watt, H. M. G. (2010). Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context. Journal of Research on Adolescence, 20(2), 507–537. https://doi.org/10.1111/j.1532-7795.2010.00645.x
Furner, J. M. (2017). Helping all students become Einstein’s using bibliotherapy when teaching mathematics to prepare students for a STEM world. Pedagogical Research, 2(1), 1–11. https://doi.org/10.20897/pedre.201701
Garcia-Reid, P., Peterson, C. H. and Reid, R. J. (2015). Parent and teacher support among Latino immigrant youth. Education and Urban Society, 47(3), 328–343. https://doi.org/1–0.1177/0013124513495278
Greenwood, J. (1984). SoundOFF: My anxieties about math anxiety. The Mathematics Teacher, 77(9), 662–663. https://doi.org/10.5951/MT.77.9.0662
Guita, G. B. and Tan, D. A. (2018). Mathematics anxiety and students' academic achievement in a reciprocal learning environment. International Journal of English and Education, 7(3), 112–124.
Hamre, B. K. and Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005. 00889.x
Hannula, M. S., Maijala, H. and Pehkonen, E. (2004). Development of understanding and self-confidence in mathematics; grades 5-8. In M. J. Høines and A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 17–24). Bergen, Norway: PME.
Hendel, D. D. (1980). Experiential and affective correlations of math anxiety in adult women. Psychology of Women Quarterly, 5(2), 219–230. https://doi.org/10.1111/j.1471-6402.1980.tb00958.x
Hlalele, D. (2012). Exploring rural high school learners' experience of mathematics anxiety in academic settings. South African Journal of Education, 32(3), 267–278. https://doi.org/10.15700/saje. v32n3a623
Hunt, G. E. (1985). Math anxiety – Where do we go from here? Focus on Learning Problems in Mathematics, 7(2), 29-40.
Hyde, J. S., Fennema, E., Ryan, M., Frost, L. A. and Hopp, C. (1990). Gender comparisons of mathematics attitudes and affect: A meta-analysis. Psychology of Women, 14(3), 299–324. https://doi.org/10.1111/j.1471-6402.1990.tb00022.x
Jackson, C. D. and Leffingwell, R. J. (1999). The role of instructor in creating math anxiety in students from kindergarten through college. Mathematics Teacher, 92(7), 583–586. https://doi.org/1-0.4236/psych.2013.46A2005
Katz, I., Kaplan, A. and Gueta, G. (2009). Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study. The Journal of Experimental Education, 78(2), 246–267. https://doi.org/10.1080/00220970903292868
Keller, M. M., Hoy, A. W., Goetz, T. and Frenzel, A. C. (2016). Teacher enthusiasm: Reviewing and redefining a complex construct. Educational Psychology Review, 28(4), 743–769. https://doi.or-g/10.1007/s10648-015-9354-y
Ker, H. V. (2013). Trend analysis on mathematics achievements: A comparative study TIMSS data. Universal Journal of Educational Research, 1(3), 200–203. https://doi.org/10.13189/ujer.-2013.010309
Klem, A. M. and Connell, J. P. (2004). Relationships matter: linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273. https://doi.org/10-.1111/j.1746-1561.2004.tb08283.x
Kliman, M. (2006). Math Out of School: Families’ Math Game Playing at Home. The School Community Journal 16(2), 69–90. Retrieved from https://www.adi.org/journal/fw06/KlimanFa-ll2006.pdf (Accessed: 6. 11. 2020.)
Kunter, M. and Baumert, J. (2006). Who is the expert? Construct and criteria validity of student and teacher ratings of instruction. Learning Environments Research, 9(3), 231–251. https://doi.or-g/10.1007/s10984-006-90157
Kunter, M., Frenzel, A., Nagy, G., Baumert, J. and Pekrun, R. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology, 36(4), 289–301. https://doi.org/0.1016/j.cedpsych.2011.07.001
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T. and Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. https://doi.org/10.1037/a0032583
Kunter, M., Tsai, Y.-M., Klusmann, U., Brunner, M., Krauss, S. and Baumert, J. (2008). Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18(5), 468–482. https://doi.org/10.1016/j.learninstruc.2008.06.008
Kvedere, L. (2014). Mathematics self-efficacy, self-concept and anxiety among 9th grade students in Latvia. Procedia - Social and Behavioral Sciences, 116, 2687–2690. https://doi.org/10.1016/j.s-bspro.2014.01.636
Lazarides, R., Gaspard, H., and Dicke, A.-L. (2019). Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support. Learning and Instruction, 60, 12–137. https://doi.org/10.1016/j.learninstruc.2018.01.012
Lefevre, J.-A., Clarke, T. and Stringer, A. P. (2002). Influences of language and parental involvement on the development of counting skills: Comparisons of French- and English-speaking Canadian children. Early Child Development and Care, 172(3), 283–300. https://do-i.org/10.1080/03004430212127
Long, J. F. and Hoy, A. W. (2006). Interested instructors: A composite portrait of individual differences and effectiveness. Teaching and Teacher Education, 22(3), 303–314. https://doi.org/10.1016/j.-tate.2005.11.001
Lutovac, S. (2008). Matematična anksioznost [Mathematics Anxiety]. Journal of Elementary Education, 1(1/2), 105–112. https://journals.um.si/index.php/education/article/view/200
Ma, X. (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. https://doi.org/10.2307/749772
Ma, X. (2003). Effects of early acceleration of students in mathematics on attitudes toward mathematics and mathematics anxiety. Teachers College Record, 105(3), 438–464. https://doi.org/10.1111/-1467-9620.00246
Maliki, E. A., Ngban, A. N. and Ibu, J. E. (2009). Analysis of students' performance in junior secondary school mathematics examination in Bayelsa State of Nigeria. Studies on Home and Community Science, 3(2), 131–134. https://doi.org/10.1080/09737189.2009.11885288
Marchis, I. (2011). Factors that influence secondary school students’ attitude to mathematics. Procedia - Social and Behavioral Sciences, 29, 786–793. https://doi.org/10.1016/j.sbspro.2011.11.306
Marshall, E. M., Staddon, R. V., Wilson, D. A. and Mann, V. E. (2017). Addressing maths anxiety and engaging students with maths within the curriculum. MSOR Connections, 15(3), 28–35. https://doi.org/10.21100/msor.v15i3.555
McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grouwd (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 575-596). New York: Macmillan.
Miscevic-Kadijevic, G. (2015). TIMSS 2011: Relationship between self-confidence and cognitive achievement for Serbia and Slovenia. Revista Electrónica de Investigación Educativa, 17(3), 109–115. Retrieved from http://redie.uabc.mx/vol17no3/contents-miscevic.html (Accessed: 14. 11. 2020.)
Mohd, N., Mahmood, T. F. P. T. and Ismail, M. N. (2011). Factors that influence students in mathematics achievement. International Journal of Academic Research, 3(3), 49-54.
OECD (2013). "Mathematics self-beliefs and participation in mathematics-related activities", in PISA 2012 Results: Ready to Learn (Volume III), Students' Engagement, Drive and Self-Beliefs. Paris: OECD Publishing. https://doi.org/10.1787/9789264201170-en
OECD (2020). “Teacher enthusiasm”, in PISA 2018 Results (Volume III): What School Life Means for Students’ Lives. Paris: OECD Publishing. https://doi.org/10.1787/b9ed2d5d-en
Opstad, L. and Årethun, T. (2019). Choice of courses in mathematics at upper-secondary school and attitudes towards mathematics among business students: The case of Norway. International Journal of Learning, Teaching and Educational Research, 18(7), 228–244. https://doi.org/10.2-6803/iijlter.18.7.15
Patrick, B. C., Hisley, J. and Kempler, T. (2000). "What's everybody so excited about?" The effects of teacher enthusiasm on student intrinsic motivation and vitality. Journal of Experimental Education, 68(3), 217-236. https://doi.org/10.1080/00220970009600093
Patrick, H., Ryan, A. M. and Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83–98. https://doi.org/10.1037/0022-0663.99.1.83
Patrick, H., Turner, J. C., Meyer, D. K. and Midgley, C. (2003). How teachers establish psychological environments during the first days of school: Associations with avoidance in mathematics. Teachers College Record, 105(8), 1521–1558. https://doi.org/10.1111/1467-9620.00299
Richardson, F. C. and Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551-554. https://doi.org/10.1037/h0033456
Roeser, R. W., Midgley, C. and Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408–422. https://doi.org/10.1037/0022-0663.88.3.408
Sakiz, G., Pape, S. J. and Hoy, A. W. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50(2), 235–255. https://doi.org/10.1016/j.jsp.2011.10.005
Schiefele, U. (2009). Situational and individual interest. In K. R. Wenzel and A. Wigfield (Eds.), Educational Psychology Handbook Series. Handbook of Motivation at School (pp. 197–222). New York/London: Routledge/Taylor & Francis Group.
Stodolsky, S. S. (1985). Telling math: Origins of math aversion and anxiety. Educational Psychologist, 20(3), 125–133. https://doi.org/10.1207/s15326985ep2003_2
Tapia, M. and Marsh, G. E. (2004). An instrument to measure mathematics attitudes. Academic Exchange Quarterly, 8(2), 16-21. http://www.rapidintellect.com/AEQweb/cho25344l.htm
Tariq, V. N. and Durrani, N. (2012). Factors influencing undergraduates' self-evaluation of numerical competence. International Journal of Mathematical Education in Science and Technology, 43(3), 337-356. https://doi.org/10.1080/0020739X.2011.618552
Tobias, S. (1978). Overcoming Math Anxiety. Boston: Houghton Mifflin.
Tobias, S. and Weissbrod, C. (1980). Anxiety and mathematics: An update. Harvard Educational Review, 50(1), 63-70. https://doi.org/10.17763/haer.50.1.xw483257j6035084
Turner, J. C., Meyer, D. K., Cox, K. E., Logan, C., DiCintio, M. and Thomas, C. T. (1998). Creating contexts for involvement in mathematics. Journal of Educational Psychology, 90(4), 730-745. https://doi.org/10.1037/0022-0663.90.4.730
Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E. M., Kang, Y. and Patrick, H. (2002). The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94(1), 88–106. https://doi.org-/10.1037//0022-0663.94.1.88
Vidić, T. (2016). Stavovi učenika osnovne škole prema matematici [Elementary school students' attitudes towards mathematics]. Napredak, 157(1-2), 11-32. https://hrcak.srce.hr/177221
Vidić, T., Smetko, S. and Maričić, A. (2020). Strah od matematike učenika u osnovnoj školi [Mathematics anxiety in elementary school students]. Napredak, 161(3-4), 203-219. Retrieved from https://hrcak.srce.hr/index.php?show=clanak&id_clanak_jezik=363274 (Accessed: 2. 12. 2020.)
Vizek-Vidović, V. (1994). Konativno-afektivne osobine učenika i školski uspjeh u matematici [Conative-affective pupils' characteristics and school achievement in math], Napredak, 135(4), 395-403.
Wadlington, E. and Wadlington, P. L. (2008). Helping students with mathematical disabilities to succeed, Preventing School Failure: Alternative Education for Children and Youth, 53(1), 2-7. https://doi.org/10.3200/PSFL.53.1.2-7
Wenström, S., Uusiautti, S., and Määttä, K. (2018). ''The force that keeps you going'': Enthusiasm in vocational education and training (VET) teachers' work. International Journal for Research in Vocational Education and Training, 5(4), 244-263. https://doi.org/10.13152/IJRVET.5.4.1
Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411–419. https://doi.org/10.1037/0022-0663.89.3.411
Yeo, W. L., Tan, C. K. and Lew, S. L. (2015). Mathematics anxiety among male and female students. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 9(8), 2830–2835. https://doi.org/10.1016/j.sbspro.2010.12.066
Published
2022-03-23
How to Cite
Vidić T., Klasnić I., & Đuranović M. (2022). The Role of Teachers’ Support and Enthusiasm in Predicting Mathematics Anxiety and Confidence among Students. Journal of Elementary Education, 15(1), 51-69. https://doi.org/10.18690/rei.15.1.51-69.2022
Issue
Section
Scientific Articles
Copyright (c) 2022 Tomislava Vidić, Irena Klasnić, Marina Đuranović
This work is licensed under a Creative Commons Attribution 4.0 International License.