01698nam a22002177a 450000500170000000800410001702200140005803700200007208200140009210000320010624501240013826000420026230000170030449000630032150500630038452008940044765000250134165000180136665000200138485600760140420231106170120.0231106b           ||||| |||| 00| 0 eng d  a0007-0998  bRIEBPL Library   a370.1505	  aGabrielle O’Hara et al...  a The role of the classroom learning environment in students’ mathematics anxiety: A scoping reviewb(Journal Article)  aUKb: Wiley  and sonsc,December 2022  a1458-1486 p.  aBritish Journal of Educational Psychology,Volume92, Issue4  a***______{For Hard Copy, Please visit Library.}________***  aAbstract-

Background
Math anxiety is a common experience that interferes with learning and achievement in mathematics. Considering that mathematics learning mostly takes place within the classroom, it is critical to examine how math anxiety develops in this context.

Aims
The purpose of the current scoping review was to identify classroom-learning environment factors associated with math anxiety in elementary and high school students.

Sample(s)
Out of an initial sample of 3011 studies, 28 were eligible for inclusion.

Methods
Data on author(s), publication year, and study location; sample demographics; classroom variables; intervention details (if applicable); measures; and key results were extracted from articles.

Results
Numerous protective and vulnerability factors were identified.

Conclusions
Directions for future research and methodological implications were explored.  alearning environment  a math anxiety  a school anxiety  u https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12510