Mathematics anxiety factors as predictors of mathematics self-efficacy and achievement among freshmen science and engineering students

Oct 15, 2026

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Study identifies how mathematics anxiety influences first-year science and engineering students’ mathematics achievement through direct and indirect pathways. Data from 245 students across five departments used standard scales of mathematics self-efficacy and mathematics anxiety. Factor analysis reduced items and Cronbach’s alpha assessed reliability, while independent-samples t-tests compared group means. Path analysis tested direct and indirect effects of anxiety factors on achievement.

LanguageEnglish

CategoryResearch & Report

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Abstract

Introduction

African Educational Research Journal Vol. 4(3), pp. 109-123, September 2016 ISSN: 2354-2160 Full Length Research Paper Mathematics anxiety factors as predictors of mathematics self-efficacy and achievement among freshmen science and engineering students Menna Olango School of Education and Training, Hawassa, Hawassa Univesity, Ethiopia. Accepted 23 August, 2016 | ABSTRACT
The main purpose of this study was to determine the direct and indirect effects of mathematics anxiety on achievement in mathematics of first year science and engineering students. Data were obtained from a descriptive survey from 245 (201 male, 44 female) students from five departments of two faculties. Instruments used for data collection were standard scales of mathematics self-efficacy and mathematics anxiety adopted from MSES-R and RMARS for self-efficacy and anxiety, respectively. Factor analysis was used for data reduction and Cronbach’s α was obtained to check reliability of each factors. The independent samples t-test was conducted to compare means. Finally, path analyses were done to determine the direct and indirect effects of anxiety factors on mathematics achievement. The results indicate that the anxiety and self-efficacy scales yielded three factors each; the level of prevalence of mathematics anxiety among the gender groups was high for test- and task-related anxieties and moderate for course-related anxiety; no significant gender difference in anxiety was observed; gender difference was significant in only mathematics capability and engagement in mathematics self-efficacy; all the anxiety factors and only two of the selfefficacy factors have significant direct effects on mathematics achievement; and the mathematics test anxiety has significant indirect effect as well through mathematics capability self-efficacy. Recommendations were forwarded that mathematics instructors should support female and mathematics test-anxious students by decreasing mathematics test anxiety and enhancing mathematics self-efficacy to do test. Specifically, teachers can cut students’ test anxiety in test taking situations through planned strategies of both teaching as well as preparing students for tests.
Keywords: Mathematics anxiety, mathematics self-efficacy, mathematics achievement, mathematics teaching, factor analysis, path analysis. | | --- | | [E-mail: mennaolango@yahoo.com](E-mail: mennaolango@yahoo.com). | INTRODUCTION General test anxiety or mathematics anxiety seems to induce some kind of facilitating or impeding effects on engagement in mathematical tasks and mathematics achievement, which therefore needs some intervention. There are cognitive factors as well as affective factors such as motivation, mathematics self-efficacy and mathematics anxiety that contribute to the difficulty or ease students experience in doing mathematics tests or courses and perform mathematics-related tasks. The moderating or suppressing roles of these factors on engagement in mathematics and mathematics achievement need to be understood well in order to ameliorate their influence in students’ learning and achievement of mathematics. Science and engineering students are expected to have mathematical knowledge and reasoning skills in order to deal with analytical and statistical tasks of their senior year courses as well as their job duties in the world of work. However, freshmen students usually have extensive difficulties in doing the courses and attempting the tasks that employ mathematical and statistical applications (Betz, 1987; Tobias, 1987, 1990 , 1995 ; Bitner et al. , 1994) . Improving the mathematics contents we teach only addresses part of the issue at hand. We also need to address affective factors, such as mathematics anxiety. They affect mathematics learning, performance, and interest in pursuing science, technology, engineering and mathematics (STEM) majorsand careers (PISA, 2012) . Thus, to increase students’interest and engagement in

FAQs

What is the main goal of the study?

To determine the direct and indirect effects of mathematics anxiety on mathematics achievement among first-year science and engineering students.

How were data and instruments collected?

Data came from a descriptive survey of 245 students, using standard scales of mathematics self-efficacy and mathematics anxiety adopted from MSES-R and RMARS.

What methods were used to analyze the relationships?

Factor analysis was used for data reduction and Cronbach’s alpha checked reliability; independent-samples t-tests compared means; path analysis determined direct and indirect effects.

Oct 15, 2026

Uploaded by Stanford