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Two instruments—the ATMI-Short Form and the Revised-FSMAS—were administered to 310 fourth grade students. Results showed students had a higher level of attitude towards mathematics compared with their level of mathematics anxiety. The findings further indicated that mathematics attitudes were linked to mathematics anxiety, with statistically significant correlations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reciprocal-relationships-between-mathematics-anxiety-and-attitude-towards-mathematics-in-elementary-students/588734/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reciprocal-relationships-between-mathematics-anxiety-and-attitude-towards-mathematics-in-elementary-students/588734.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What instruments were used to measure students’ attitudes and anxiety?","Question",{"text":112,"@type":113},"The study used the ATMI-Short Form to assess attitudes towards mathematics and the Revised-FSMAS to measure mathematics anxiety.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many students participated, and what grade level were they?",{"text":117,"@type":113},"The study included 310 fourth grade elementary students.",{"name":119,"@type":110,"acceptedAnswer":120},"What was the main relationship found between mathematics anxiety and attitude?",{"text":121,"@type":113},"Mathematics attitudes were linked to mathematics anxiety, and the relationship between the two constructs was statistically significant, even if correlation magnitudes were not very strong.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588734,1792160880,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","RECIPROCAL RELATIONSHIPS BETWEEN MATHEMATICS ANXIETY AND ATTITUDE TOWARDS MATHEMATICS IN  \nELEMENTARY STUDENTS  \nGuney Haciomeroglu  \nAbstract: This current study examined the reciprocal relationship between anxiety and attitude towards mathematics in elementary students. Two instruments (attitudes towards mathematics inventory short form [ATMI-Short Form] and the Revised Fennema-Sherman Mathematics Anxiety Scale [Revised-FSMAS]) were administered to 310 fourth grade elementary students.  \nResults of this study revealed that elementary students had higher level of attitude towards mathematics in comparison to their mathematics anxiety level. Findings of the study revealed that mathematics attitudes were linked to their mathematics anxiety. Although the magnitude of the correlations between mathematics anxiety and attitude towards mathematics were not very strong, the significant relationship between these two components should be acknowledged.  \nKey words: Mathematics, anxiety, attitude, elementary, student.  \n1. Introduction  \nMathematics can be a rich context through facilitating connections to real life examples. However, for those of us who are not mathematically inclined, encouraging these connections may be overwhelming. Although students begin schools with positive attitude towards mathematics, mathematical experiences gained in schools plays a detrimental role in students’ anxiety and attitude towards mathematics (Philippou & Christou, 1998; Reyes, 1984) . Therefore, it is essential to measure the level of students’ anxiety and attitude towards mathematics to predict the role of these constructson their mathematics achievement.  \nAttitude has been defined and redefined as a construct by several research studies in mathematics education (Di Martino & Zan, 2010; Haladyna, Shaughnessy, & Shaughnessy, 1983; Hannula, 2002; Hart, 1989) . Attitude defined as “learned predisposition or tendency on the part of an individual to respond positively or negatively to some object, situation, concept, or another person”(Aiken, 1970, p. 551) . In the same way, Neale (1969) referred to attitude towards mathematics as “liking or disliking of mathematics, a tendency to engage in or avoid mathematical activities, a belief that one is good or bad at mathematics, and a belief that mathematics useful or useless” (p. 632) . Ma and Kishor (1997) extended this definition by adding students’ affective responses to the easy/difficult as well as the importance/unimportance of mathematics” (s. 27) . Researches also defined attitude as a positive or negative emotional tendency towards mathematics (Haladyna et al., 1983; Zan & Di Martino, 2007) . For this current study, attitude was defined as an aggregated measure of one’s feelings and emotions towards mathematics that consists of value, self-confidence, enjoyment and motivation (Tapia & Marsh, 2004, 2005) . Value of mathematics refers to one’s beliefs on the usefulness, importance and worth of mathematics. Enjoyment defined as to the degree students like doing mathematics. Motivation refers to one’s interest in mathematics and intentions to pursue studying mathematics (Tapia & Marsh, 2004) . In other words, students’ positive attitudes improve their willingness to learn, while their negative attitudes may cause resistance (Duda & Garrett, 2008; Eshun, 2004) . Research studies have shown that strong relationships exist between these domains (value, self-confidence, enjoyment, motivation) and mathematics achievement (Antonnen, 1969; Atkinson & Raynor, 1974;  \nBouchey & Harter, 2005; Foire, 1999; Minato & Yanase, 1984; Samuelsson & Granstrom, 2007) . Over the last four decades, students’ attitudes toward mathematics have been examined (e.g., Neale, 1969; Aiken, 1976; Ma & Kishor, 1997; Alkhateeb & Mji, 2005; Hemmings & Kay, 2010) . The study of Mayes, Chase and Walker (2008) revealed that negative attitudes towards mathematics often lead to poor engagement and low performance of students. Some evidence","cbCaijWCIoKzBd9s","https://ap.wps.com/l/cbCaijWCIoKzBd9s","pdf",257658,"English","# Introduction\n## Definitions and conceptual background\n## Role of anxiety and attitudes in achievement","[{\"question\":\"What instruments were used to measure students’ attitudes and anxiety?\",\"answer\":\"The study used the ATMI-Short Form to assess attitudes towards mathematics and the Revised-FSMAS to measure mathematics anxiety.\"},{\"question\":\"How many students participated, and what grade level were they?\",\"answer\":\"The study included 310 fourth grade elementary students.\"},{\"question\":\"What was the main relationship found between mathematics anxiety and attitude?\",\"answer\":\"Mathematics attitudes were linked to mathematics anxiety, and the relationship between the two constructs was statistically significant, even if correlation magnitudes were not very strong.\"}]","RECIPROCAL RELATIONSHIPS BETWEEN MATHEMATICS ANXIETY AND ATTITUDE TOWARDS MATHEMATICS IN ELEMENTARY STUDENTS | PDF",1792065832,25]