DIFFERENTIAL MODELS FOR MATH ANXIETY IN MALE AND FEMALE COLLEGE STUDENTS

• Published in: Sociological spectrum Vol. 24; no. 3; pp. 295 - 318
• Main Authors: HAYNES, ADA F., MULLINS, ANITA G., STEIN, BARRY S.
• Format: Journal Article
• Language: English
• Published: Taylor & Francis Group 01-05-2004
• Subjects: Academic Aptitude; Achievement Tests; Anxiety; Mathematics; Parental Attitudes; Sex Differences; Teacher Attitudes; Teacher Evaluation; Tennessee; Undergraduate Students
• ISSN: 0273-2173; 1521-0707
• DOI: 10.1080/02732170490431304

The relative importance of several predictors of math anxiety were examined in multiple regression models. The predictors were test anxiety, ACT math scores, student perceptions of high-school math teachers' teaching ability (PHAM), student perceptions of college math teachers' teaching ability (PCAM), parental support for math skills (PSM), the length of time since completing high-school, number of college math classes taken, perceived math ability (PMA), and gender. No significant difference was found between the genders for amount of math anxiety. However, when separate analyses were conducted for males and females, different factors were significant for each gender. Specifically, males' math anxiety was most strongly related to general test anxiety and ACT math scores. Predictably, males' math anxiety increased as ACT math scores declined and test anxiety increased. In contrast, females' math anxiety was most strongly affected by students' PMA, PHAM, ACT, and general test anxiety. Females' math anxiety increased as PMA and PHAM declined. General test anxiety was positively related to math anxiety. Surprisingly, females' math anxiety increased as ACT math scores increased in the model. Explanations for the latter finding and recommendations for reducing math anxiety are discussed.