Please use this identifier to cite or link to this item:
Title: Academic anxieties: Which factor contributes the most to low academic achievement in methodological courses?
Author: Núñez Peña, María Isabel
Bono Cabré, Roser
Keywords: Ansietat
Educació superior
Higher education
Issue Date: 8-Jan-2019
Publisher: Taylor and Francis
Abstract: Students' academic achievement in courses with a high mathematical content can be affected by their levels of trait, math and test anxiety. In this study, 180 university students were assessed on these types of anxiety and the relationships between them and students' performance were evaluated. Higher levels of math anxiety were related to a low academic achievement, but a high level of test anxiety was related only to an increase in the number of errors. Moreover, although women reported higher levels of trait, math and test anxiety than their male peers, their academic achievement was similar. We conclude that math anxiety is the main emotional factor that can affect students' performance in these courses and some proposals to help highly math-anxious students are discussed.
Note: Versió postprint del document publicat a:
It is part of: Educational Psychology, 2019, vol. 39, num. 6, p. 797-814
Related resource:
ISSN: 0144-3410
Appears in Collections:Articles publicats en revistes (Psicologia Social i Psicologia Quantitativa)

Files in This Item:
File Description SizeFormat 
685687.pdf219.7 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.