Effects of study skill and systematic desensitization training on mathematics anxiety, mathematics achievement, mathematics self-efficacy, and cognitive interference among university students enrolled in developmental mathematics

The effects of a treatment condition that used cognitive training in study skills and affective training in anxiety management on the criterion variables of math anxiety, math achievement, math self-efficacy, and cognitive interference among university developmental mathematics students were examined. The treatment group received training in the study skills of math vocabulary development, use of mathematical symbols, two-column note taking, and test-taking strategies. Anxiety management training in systematic desensitization was provided. The no-treatment group completed a prescribed series of content-based activities.;Initial levels of math anxiety and self-efficacy were measured with Alexander and Martray's (1989) Revised Math Anxiety Rating Scale (AMARS) and the Mathematics Self-Efficacy Scale (MSES, Betz & Hackett, 1993). These premeasures were used as covariates in the analysis. One-way MANCOVA was performed to compare the treatment and no-treatment groups on the variables of math anxiety, math self-efficacy, math achievement, and cognitive interference. Results of the analysis indicated no differences between the treatment and no-treatment groups. Pearson product-moment correlations were computed to examine the relationship among the variables of math anxiety, math achievement, math self-efficacy, and cognitive interference. Significant correlations consistent with extant research were found.