Research Article
Open Access
How Does Math Anxiety Affect Students' Academic Achievement in Mathematics? —A Meta-Analysis Based on 31 Experimental Studies
1
School of Teacher Education, Fujian Normal University, Fuzhou 350007, China
* Corresponding Author:
Xiaoyu Yan,
[email protected]
Volume 1, Issue 4
2024
Received: 27 November 2024
Accepted: 19 December 2024
Published: 30 December 2024
Article Information
Published in
Journal of Social Systems and Policy Analysis
Volume/Issue
Volume 1, Issue 4, 2024
Pages
131-142
Cited by
1 (Crossref)
Abstract
In the stage of compulsory education, there are still many researches on the relationship between math anxiety and students' math achievement. If we cannot understand the internal mechanism between students' emotions and learning performance, we cannot establish a microfoundation for monitoring the quality of compulsory education. In order to further identify the logical relationship between math anxiety and students' math achievement, we systematically collected 31 relevant literature from 2014 to 2024, including a total of 106,636 student samples, and conducted a meta-analysis based on the random effects model. The results show that the correlation coefficient between math anxiety and students' math achievement is -0.322, which is a moderate negative correlation. Further mechanism analysis based on the moderating variables showed that the three moderating variables, self-efficacy, teachers' independent support and teacher-student relationship, all contributed to the alleviation of students' math anxiety and had a certain positive impact on the improvement of students' math academic achievement. However, the influence of math anxiety on students' math academic achievement was not significantly moderated by gender and gender stereotype. The aim of this study is to alleviate the mathematics anxiety of students in the compulsory education stage, and to provide suggestions for improving the mathematics academic performance of students: self-regulation to enhance self-efficacy, improve teaching effect with teacher support, to optimize the environment and ease negative emotions.
Graphical Abstract
Keywords
math anxiety
mathematics academic achievement
meta-analysis
self-efficacy
teacher-student relationship
Data Availability Statement
Data will be made available on request.
Funding
This work was supported without any funding.
Conflicts of Interest
The author declare no conflicts of interest.
Ethical Approval and Consent to Participate
Not applicable.
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Cited By (1)
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Kimberly Lofranco, Rey Regidor. Math Anxiety and Multiple Intelligence-Based Teaching Strategies as Predictors of Mathematics Performance of High School Students.
Psychology and Education: A Multidisciplinary Journal, 2026 , 54 (8).
[CrossRef]
* Citation data provided by Crossref Cited-by.
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APA Style
Yan, X. (2024). How Does Math Anxiety Affect Students’ Academic Achievement in Mathematics? —A Meta-Analysis Based on 31 Experimental Studies. Journal of Social Systems and Policy Analysis, 1(4), 131–142. https://doi.org/10.62762/JSSPA.2024.672218
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TY - JOUR AU - Yan, Xiaoyu PY - 2024 DA - 2024/12/30 TI - How Does Math Anxiety Affect Students' Academic Achievement in Mathematics? —A Meta-Analysis Based on 31 Experimental Studies JO - Journal of Social Systems and Policy Analysis T2 - Journal of Social Systems and Policy Analysis JF - Journal of Social Systems and Policy Analysis VL - 1 IS - 4 SP - 131 EP - 142 DO - 10.62762/JSSPA.2024.672218 UR - https://www.icck.org/article/abs/JSSPA.2024.672218 KW - math anxiety KW - mathematics academic achievement KW - meta-analysis KW - self-efficacy KW - teacher-student relationship AB - In the stage of compulsory education, there are still many researches on the relationship between math anxiety and students' math achievement. If we cannot understand the internal mechanism between students' emotions and learning performance, we cannot establish a microfoundation for monitoring the quality of compulsory education. In order to further identify the logical relationship between math anxiety and students' math achievement, we systematically collected 31 relevant literature from 2014 to 2024, including a total of 106,636 student samples, and conducted a meta-analysis based on the random effects model. The results show that the correlation coefficient between math anxiety and students' math achievement is -0.322, which is a moderate negative correlation. Further mechanism analysis based on the moderating variables showed that the three moderating variables, self-efficacy, teachers' independent support and teacher-student relationship, all contributed to the alleviation of students' math anxiety and had a certain positive impact on the improvement of students' math academic achievement. However, the influence of math anxiety on students' math academic achievement was not significantly moderated by gender and gender stereotype. The aim of this study is to alleviate the mathematics anxiety of students in the compulsory education stage, and to provide suggestions for improving the mathematics academic performance of students: self-regulation to enhance self-efficacy, improve teaching effect with teacher support, to optimize the environment and ease negative emotions. SN - 3068-5540 PB - Institute of Central Computation and Knowledge LA - English ER -
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@article{Yan2024How,
author = {Xiaoyu Yan},
title = {How Does Math Anxiety Affect Students' Academic Achievement in Mathematics? —A Meta-Analysis Based on 31 Experimental Studies},
journal = {Journal of Social Systems and Policy Analysis},
year = {2024},
volume = {1},
number = {4},
pages = {131-142},
doi = {10.62762/JSSPA.2024.672218},
url = {https://www.icck.org/article/abs/JSSPA.2024.672218},
abstract = {In the stage of compulsory education, there are still many researches on the relationship between math anxiety and students' math achievement. If we cannot understand the internal mechanism between students' emotions and learning performance, we cannot establish a microfoundation for monitoring the quality of compulsory education. In order to further identify the logical relationship between math anxiety and students' math achievement, we systematically collected 31 relevant literature from 2014 to 2024, including a total of 106,636 student samples, and conducted a meta-analysis based on the random effects model. The results show that the correlation coefficient between math anxiety and students' math achievement is -0.322, which is a moderate negative correlation. Further mechanism analysis based on the moderating variables showed that the three moderating variables, self-efficacy, teachers' independent support and teacher-student relationship, all contributed to the alleviation of students' math anxiety and had a certain positive impact on the improvement of students' math academic achievement. However, the influence of math anxiety on students' math academic achievement was not significantly moderated by gender and gender stereotype. The aim of this study is to alleviate the mathematics anxiety of students in the compulsory education stage, and to provide suggestions for improving the mathematics academic performance of students: self-regulation to enhance self-efficacy, improve teaching effect with teacher support, to optimize the environment and ease negative emotions.},
keywords = {math anxiety, mathematics academic achievement, meta-analysis, self-efficacy, teacher-student relationship},
issn = {3068-5540},
publisher = {Institute of Central Computation and Knowledge}
}
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