Anxiety, Cognitive Style, and Mathematics Achievement
Bibliographic Data
| ID | 10123391 |
|---|---|
| Authors | Trevor E Sewell, Trevor Sewell (University of Wisconsin–Madison, corresponding author), Frank H Farley (0000-0002-3593-0238, University of Wisconsin–Madison), Fay B Sewell (University of Wisconsin–Madison) |
| Year | 1983 |
| Volume | 109 |
| Issue | 1 |
| Pages | 59-66 |
| Publication date | 1983-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of General Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-1309 • E-ISSN: 1940-0888 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221309.1983.9711509 |
| PMID | 6619817 |
| OpenAlex | W1972108178 |
| Language | EN |
| Citations received | 1 |
| References cited | 17 |
This study examined the relationship among state and trait anxiety, cognitive style, and mathematics achievement. The Ss were 50 junior college students enrolled in a mathematics course. The results confirmed the hypothesis that high state anxiety would be associated with poor mathematics achievement; trait anxiety showed no significant relationship to achievement. The need to develop learning aids and strategies to counteract the possible debilitating effects of state anxiety in learning and mathematics assessment was discussed
Academic achievement · Achievement test · Anxiety · Cognition · Cognitive style · Developmental psychology · Mathematical anxiety · Mathematics education · Psychiatry · Standardized test · Style (visual arts · Trait · Trait anxiety · Clinical Psychology · Computer Science · Education, Achievement, and Giftedness · Emotional Intelligence and Performance · Learning Styles and Cognitive Differences · Psychology
Conceptual and Methodological Issues in Anxiety Research
Interventions in Relation to Anxiety in School
Theory and Research on Anxiety
Moderator Variables in Prediction
A theory of emotionally based drive (D) and its relation to performance in simple learning situations
Reaction time and response amplitude as a function of anxiety and stimulus intensity
Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications
Effect of anxiety and two kinds of motivating instructions on verbal learning
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,02 |
| Citation span | 1985 - 1985 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |