Publication Info
Type Article
Year 2014
Venue J. Res. Educ. Soc., 1(1): 1-22.
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Article

Re-analysis of PISA 2003 data about students’ mathematics anxiety, self-efficacy, and motivation

Kahveci M, Imamoglu Y

2014 — J. Res. Educ. Soc., 1(1): 1-22.

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Citation (APA)

Kahveci M, Imamoglu Y (2014). Re-analysis of PISA 2003 data about students’ mathematics anxiety, self-efficacy, and motivation. J. Res. Educ. Soc., 1(1): 1-22.

Abstract

This study utilizes a re-analysis of the PISA 2003 data (N=272,138 students from 41 countries) to investigate students' mathematics anxiety, self-efficacy, self-concept, and motivation. The findings revealed significant variability based on personal and geographical characteristics.

Key findings include:

  • Gender: Boys showed significantly higher self-efficacy, self-concept, and motivation, and lower math anxiety compared to girls.
  • Socioeconomic Status (SES): Higher SES correlated with higher self-efficacy, self-concept, and motivation. The highest anxiety levels were observed in the medium SES group.
  • Geography: Affective constructs varied significantly across regions (e.g., high performance/low self-concept/high anxiety in some Asian countries vs. high performance/low anxiety in some Western European countries).
  • Predictors: Self-efficacy was found to be a strong positive predictor of mathematical literacy. A negative correlation was found between math anxiety and self-concept.

The study highlights the critical, culturally-dependent importance of these affective dimensions in mathematics education.

BibTeX

@article{ac, title = {Re-analysis of PISA 2003 data about students’ mathematics anxiety, self-efficacy, and motivation}, author = {Kahveci M, Imamoglu Y}, year = {2014}, journal = {J. Res. Educ. Soc., 1(1): 1-22.}, abstract = {This study utilizes a re-analysis of the **PISA 2003 data** (N=272,138 students from 41 countries) to investigate students' **mathematics anxiety, self-efficacy, self-concept, and motivation**. The findings revealed significant variability based on personal and geographical characteristics. Key findings include: * **Gender:** Boys showed significantly higher **self-efficacy**, **self-concept**, and **motivation**, and lower **math anxiety** compared to girls. * **Socioeconomic Status (SES):** Higher SES correlated with higher self-efficacy, self-concept, and motivation. The highest anxiety levels were observed in the medium SES group. * **Geography:** Affective constructs varied significantly across regions (e.g., high performance/low self-concept/high anxiety in some Asian countries vs. high performance/low anxiety in some Western European countries). * **Predictors:** **Self-efficacy** was found to be a strong positive predictor of mathematical literacy. A negative correlation was found between math anxiety and self-concept. The study highlights the critical, culturally-dependent importance of these affective dimensions in mathematics education.} }