Attibutions of successes and failures in mathematics that predict test anxiety
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Abstract
Given the considerable increase in educational research focused on the identification of school situations that generate anxiety and factors that demotivate students in their learning process of mathematics, it is necessary to deepen this relationship to reduce the difficulties that students have on this subject. Specifically, this research paper set out to examine the predictive capability of the attributions of results in mathematics to ability, effort, and external causes on test anxiety. A sample of 621 participants aged 12 to 18 (M =14.79; SD = 1.83) was recruited. The selected students responded to the factors referring to situations that generate test anxiety from the School Anxiety Inventory, in addition to responding to the Sydney Attribution Scale. Once the logistic regression analyses were carried out, it was found that students are more likely to show test anxiety as their tendency to attribute failures in the area of mathematics to ability and effort increases. However, students are less likely to show anxiety in assessment situations when they tend to attribute their successes in the area of mathematics to ability and effort. These results allow us to conclude that mathematics teachers must have the necessary skills to make appropriate comments to the student about their results and thus the students feel motivated to continue learning mathematics without fear of assessment situations.
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