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The emotional block in mathematics : a multivariate study

University of British Columbia

Tie purpose of this study was to study the relationships between a group of affective variables, associated with the notion of an "emotional block" in mathematics, and achievement in mathematics. Five independent variables - were considered: achievement responsibility (locus of control), measured by the Intellectual Achievement Besponsibility Scale; anxiety in mathematics, value of mathematics to society, self-concept of ability to learn mathematics and enjoyment of mathematics, measured by scales from the Sandman battery; and value of mathematics for oneself, measured by an author constructed scale. The three dependent achievement variables were computation, measured by the Stanford Achievement Test and concepts and problem solving measured by the Canadian Test of Basic Skills. Nonlinear and interactive hypotheses were suggested by the theory of Achievement Motivation. The scales were administered to 1033 students at the grade six level. The scores were standardized within each class to remove class effects. The sample was randomly split into two samples, one to be retained for cross validation. No significant difference was found between the variance-covariance matrix of males and that of the females. The data were subsequently pooled. Stepwise regression analysis indicated that self-concept alone explained approximately 20% of the achievement variance. In the case of computation, mathematics anxiety was also included accounting for an additional 2%. Principal component analysis and orthogonal rotation of the set of affective scales revealed three factors. These were interpreted as a motivational factor (loadings from self-concept, anxiety and enjoyment), a value factor (loadings from the two value scales), and an achievement responsibility factors Factor scores for each student were calculated. Using these scores, stepwise regression showed that, with the exception of the value factor entering into the equation for computation, the motivation factor was the only one retained. None of the non-linear or interactive hypotheses were significant. The above analyses were repeated using the cross validation samplel. All the findings were confirmed. It was concluded that the group of three variables, self-concept of ability, enjoyment and anxiety in mathematics should be included in studies dealing with motivation in mathematics. It was suggested that self-concept could be interpreted as the cognitive component of anxiety and that enjoyment as the emotional component. It was also suggested that attempts to alter anxiety in mathematics could be made by altering self-concept and enjoyment.

Text

2010-03-18

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http://hdl.handle.net/2429/22074

Education

University of British Columbia

Graduate