The role of the classroom learning environment in students’ mathematics anxiety: A scoping review (Journal Article)
Material type:
TextSeries: British Journal of Educational Psychology,Volume92, Issue4Publication details: UK : Wiley and sons ,December 2022Description: 1458-1486 pISSN: - 0007-0998
- 370.1505
| Item type | Current library | Call number | Status | Date due | Barcode | |
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RIE BPL Library | 370.1505 (Browse shelf(Opens below)) | Not for loan |
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Abstract-
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.
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