Correlates of mathematics anxiety among African American high school juniors
Abstract
Sixtyseven African American high school juniors in two high schools completed the Mathematics Anxiety Rating Scale for Adolescents (MARSA), Mathematics SelfEfficacy Scale (MSES), and a demographic survey to assess mathematics anxiety. Analyses were conducted to examine relationships between mathematics anxiety and mathematics achievement, mathematics selfefficacy, mathematics success, and general academic success. Further analysis was conducted to investigate whether these variables differed as a function of gender. Interviews were conducted to investigate how a sample of participants described their mathematics experiences with high mathematics anxiety. The students’ mathematics selfefficacy was inversely correlated with their mathematics anxiety. There was no statistically significant difference in the mathematics anxiety levels of males and females. For the male students, mathematics achievement and mathematics selfefficacy were significantly related to mathematics anxiety, where as mathematics success and general academic success were not. For the female students, mathematics selfefficacy, mathematics success, and general academic success were significantly related to mathematics anxiety, but mathematics achievement was not. For the total sample, the average level of mathematics anxiety was high based on the normative tables created by the instrument developers of MARSA. Moreover, all of the variables were
significantly related to mathematics anxiety except for general academic success. All of the students who were interviewed reported that they had experienced mathematics anxiety at some point in their mathematics career and, as a result, they had low confidence in continuing in honors level mathematics or the higher level mathematics courses and therefore, will not able to reach Advanced Placement (AP) Calculus or any of the other higher mathematics courses (Discrete Mathematics, AP Statistics) in their senior year.
Collections
Related items
Showing items related by title, author, creator and subject.

Prospective lowersecondary and secondary teachers' mathematical knowledge for teaching and the college mathematics course topics they study
Broderick, Shawn Dee (uga, 201308)The need for high quality teachers of school mathematics has never been greater. A call for high quality mathematics teachers in the United States was made recently with the publication of the Common Core State Standards ... 
Mathematical connections made in practice
Singletary, Laura Marie (uga, 201208)In this descriptive study, I examined the kinds of mathematical connections three secondary mathematics teachers made in their teaching practice, and I explored the teachers’ beliefs about mathematics. For each teacher, ... 
When am I ever going to use this?
Anthony, Holly Portia Louise Garrett (uga, 200505)The goal of this study was to investigate high school mathematics teachers instructionalpractices with contextual problems and their notions of terminology associated with suchproblems. The study was motivated by the ...