Strategies for alleviating students' math anxiety
Control-value theory in practice
Bibliographic Data
| ID | 4254542 |
|---|---|
| Authors | Holly L Klee (George Mason University, corresponding author), Michelle M Buehl (0000-0001-5652-0863, George Mason University), A D Miller (0000-0001-9737-6634, George Mason University) |
| Year | 2022 |
| Volume | 61 |
| Issue | 1 |
| Pages | 49-61 |
| Publication date | 2022-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2021.1932157 |
| OpenAlex | W3164010361 |
| Language | EN |
| Citations received | 7 |
| References cited | 49 |
Mathematics educators often know the widespread nature of mathematics anxiety and may even be aware of the debilitating effect it can have on their students. Although educators may develop tricks or tools that seem to help, a comprehensive understanding of what students are experiencing and how the classroom environment can be adjusted to address their struggles is missing. Control-value theory offers a theoretical framework for how the classroom environment and students' appraisals influence mathematics anxiety. Mathematics anxious students are focused on not failing, rather than on mastering the material, and have a low sense of control over outcomes. To decrease mathematics anxiety, teachers can implement strategies that increase emphasis on learning over performance and support autonomy, thus decreasing fear of failure and avoidant goal orientations, and increasing self-efficacy and control appraisals. Suggested strategies for adjusting instruction focus on high school and college classrooms
Anxiety · Autonomy · Control (management · Mathematical anxiety · Mathematics education · Pedagogy · Value (mathematics · Computer Science · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Motivation and Self-Concept in Sports · Psychology
Attitudes and Emotions in the Context of Mathematical Learning
A latent profile analysis of music performance anxiety among pre-service music teachers
Fostering the Life Skills of Learners With Intellectual Disabilities Using Interactive Technologies
Unraveling the Finnish Paradox
Exploring the Relationship Between Adaptive‐Maladaptive Perfectionism and Music Performance Anxiety Among Preservice Music Teachers
Boredom Intervention Training Phase I
Math anxiety mediates the association between gender and STEM-related attitudes
Handbook of Formative Assessment
International Handbook of Emotions in Education
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Engaging students in learning activities
Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety
What makes lessons interesting? The role of situational and individual factors in three school subjects.
The Nature, Effects, and Relief of Mathematics Anxiety
Self-Efficacy and Education and Instruction
The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes.
Working memory, math performance, and math anxiety
The Mathematics Anxiety Rating Scale
What teachers say and do to support students' autonomy during a learning activity.
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Challenges and Opportunities for Improving Community College Student Success
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Self-Efficacy, Motivation Constructs, and Mathematics Performance of Entering Middle School Students
Research Review
Academic emotions.
Achievement goals and discrete achievement emotions
The relationships among working memory, math anxiety, and performance.
Achievement Goals and Student Well-Being
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive
The Control-Value Theory of Achievement Emotions
Intrinsic motivation and the process of learning
Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics
Developing conceptual understanding and procedural skill in mathematics
Feedback and Self-Regulated Learning
A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings?
On the relationship between math anxiety and math achievement in early elementary school
The Control-Value Theory of Achievement Emotions
How effective is peer interaction in facilitating learning? A meta-analysis
Achievement goals and conceptual learning
A 2 × 2 achievement goal framework
Against the Odds
The Power of Feedback
| Unique citing works | 7 |
|---|---|
| Citations per year | 1,4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |