| Purpose. Although mathematics anxiety has been a topic of research for several years, there still does not exist a comprehensive theory of this phenomenon. The purpose of this study was to describe mathematics anxiety in order to make progress toward a comprehensive theory.;Methods and Procedures. In order to measure the appropriateness of the model, four attitude scales were used. The Feelings Scale was a composite of the Confidence and Anxiety Scales developed by Fennema and Sherman. The Achievement Scale, the Behavior Scale, and the Learning Scale were developed specifically for this present study. These three scales measured perceived levels of achievement in mathematics, approach/avoidance tendencies toward mathematics, and understanding in mathematics, respectively. The four scales (with two subscales each) were combined into one instrument that was administered to 390 Georgia State University students.;Results. The analysis of the data was conducted on the model as a whole construct. The data indicated that the four scales were highly correlated. Pairwise inter-scale correlations ranged from 0.74 to 0.91. A principal-components factor analysis revealed that the combined instruments measured six factors. A multiple regression analysis, with self-reported mathematics anxiety as the dependent variable, showed that at the .05 level of entry, the only variable to enter the regression equation was the score on the Anxiety subscale.;Conclusion. These results indicate that confidence in mathematics tends to accompany high achievement, a willingness to approach mathematics, and a perceived high level of understanding. Similarly, mathematics anxiety appears to accompany failure, avoidance of mathematics, and rote memorization of mathematical material. The model was thus verified as a valuable means of describing the mathematics anxiety syndrome.;To this end, a model of mathematics anxiety was developed. The model consists of three affective components and one cognitive component. The affective components focus on perceptions concerning achievement in mathematics, tendencies to approach or avoid mathematics, and feelings toward mathematics, while the cognitive component centers on level of comprehension in mathematics. |
