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The Effects Of Motivational Messages On The Mathematics Anxiety Of Preservice Elementary Education Majors
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Book Synopsis The Effects of Motivational Messages on the Mathematics Anxiety of Preservice Elementary Education Majors by : Eric Bryant
Download or read book The Effects of Motivational Messages on the Mathematics Anxiety of Preservice Elementary Education Majors written by Eric Bryant and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Emotional Support and Cognitive Motivational Messages on Math Anxiety, Self-Efficacy, and Math Problem Solving by : Tami Im
Download or read book The Effects of Emotional Support and Cognitive Motivational Messages on Math Anxiety, Self-Efficacy, and Math Problem Solving written by Tami Im and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Math problem solving has been regarded as one of the major weaknesses in U.S. students' math performance for many years (Orabuchi, 1992). One of the main reasons that students do not perform well in math problem solving may be due to math anxiety. There has been increasing interest in math education areas on how to reduce math anxiety to enhance students' math performance. However, there were few empirical studies which examined the effects of various interventions towards decreasing math anxiety. Given the lack of empirical studies on how to reduce students' math anxiety and to increase math learning, this study examined the effects of emotional support and cognitive motivational messages on math anxiety, self-efficacy, and math problem solving. This study built upon the work done by Shen (2009) by modifying elements of his design and stimulus materials and by introducing a new independent variable: incremental ability beliefs. Thus, two independent variables - one for decreasing affective math anxiety (emotional support) and another for alleviating cognitive math anxiety (cognitive motivational messages) were used in this study. The pedagogical agents were used as a delivering method of a computer based module in this study, but not an independent variable of this study. Emotional support messages were designed to alleviate students' affective dimension of math anxiety. Emotional support messages were developed based on Shen's (2009) study, which was based on the multidimensional coping inventory (COPE) (Carver et al., 1989). In this study, emotional support messages included four scales related to emotion-focus coping, which are- positive reinterpretation and growth (RG), focus on and venting of emotions (VE), use of instrumental social support (IS), and use of emotional support (ES) from COPE (Carver et al., 1989). Emotional support messages were delivered by an instructor agent and peer agent to the emotional support group. Cognitive motivational messages were designed to reduce students' cognitive dimension of math anxiety which related to worry of performing well in mathematics. In this study, cognitive motivational messages specifically contained ability belief change messages to alleviate the cognitive dimension of math anxiety. Implicit theory separated students' ability beliefs into two categories: entity belief and incremental belief (Dweck, 1999). Incremental ability belief messages were provided to the cognitive motivational messages treatment group primarily by a scientist agent in a computer-based module with video clips and short messages which emphasize the students' abilities were not fixed and could be improved through effort. The initial idea for cognitive motivational messages came from an article "You can grow your intelligence: New research shows the brain can be developed like a muscle" which was used in previous experimental study (Blackwell et al., 2007). Thus, cognitive motivational messages were developed by the researcher based on Blackwell et al (2007)'s study and then were reviewed by an expert in motivational design. Eighty-eight GED students enrolled in GED math classes at a community college in Florida were distributed to four groups (emotional support only, cognitive motivational messages only, emotional support and cognitive motivational messages, and a control group) and asked to individually study a computer-based module about vocabulary, concepts, and formulas related to the Pythagorean Theorem for 45 to 60 minutes. Two different math anxiety questionnaires [Mathematics Anxiety Questionnaire (MAQ) (Wigfield & Meece, 1988) and Mathematics Anxiety Scale (MAS) (Fennema & Sherman, 1976)] were used in a pre-test and post-test. Self-efficacy questionnaires were modified to be aligned with the context of this study focusing on math problem solving using Kim's (2004) questionnaire. The math problem solving items were developed based on Shen (2009)'s items. MANOVA results indicate emotional support significantly affect the combined DV of math anxiety, self-efficacy, and math problem solving. A follow-up ANOVA revealed that emotional support had a significant effect on math anxiety and math problem solving. The emotional support group reported significantly lower math anxiety than the no emotional support group. Also, the emotional support group scored significantly higher in the post-test of math problem solving than the no emotional support group. MANOVA revealed a primary effect of cognitive motivational messages on the combined DV of math anxiety, self-efficacy, and math problem solving. A follow-up ANOVA revealed that cognitive motivational messages had a significant effect on self-efficacy. The cognitive motivational messages group reported significantly higher self-efficacy than the no cognitive motivational messages group. MANOVA revealed an interaction effect of emotional support and cognitive motivational messages on the combined DV of math anxiety, self-efficacy, and math problem solving. A follow-up ANOVA revealed that there was an interaction effect of emotional support and cognitive motivational messages on math anxiety. This study shows possibilities of adapting coping strategies as a form of emotional support and use incremental ability beliefs as the content of cognitive motivational messages. Also, the study found that pedagogical agents could be effective as a form of emotional and motivational support for students in a computer-based module. Further research studies which examine the effects of emotional support and cognitive motivational messages with different populations, subject areas, delivery medium, and long term treatment would be needed to expand the findings of this study. It is expected that further research based on this study would improve the nature of treatment and provide more solid evidence to researcher and teachers.
Book Synopsis The Effect of Training in Self-regulated Learning on Math Anxiety and Achievement Among Preservice Elementary Teachers in a Freshman Course in Mathematics Concepts by : Charles Tenison Kimber
Download or read book The Effect of Training in Self-regulated Learning on Math Anxiety and Achievement Among Preservice Elementary Teachers in a Freshman Course in Mathematics Concepts written by Charles Tenison Kimber and published by . This book was released on 2009 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effect of training in self-regulated learning strategies on math anxiety and mathematics achievement among preservice teachers. The self-regulated learning strategies examined included personal time management, how to read your mathematics textbook for understanding, organizational skills, mathematics test taking and preparation, and the use of estimation in solving mathematics problems. Preservice elementary teachers with these improved learning skills may in turn become more successful teachers of mathematics. The effect of training in self-regulated learning as a treatment for math anxiety is not well established. However, self-regulated learning has been associated with improved mathematics and science problem solving (De Corte, Verschaffel, & Op't Eynde, 2000; Taylor & Corrigan, 2005; Zan, 2000). Increased use of self-regulated learning strategies has also been associated with a reduction in test anxiety (Hofer & Yu, 2003; Pintrich, 2000; Zeidner, 1998). Therefore, training in self-regulated learning strategies has the potential to reduce math anxiety among preservice elementary teachers. Elementary education majors in a course in mathematics concepts were given training in self-regulated learning strategies. A control group of similar students received the same classroom instruction by the same college professor. The professor did not participate in the training sessions that were led by this researcher. Both treatment and control groups were given pretests and posttests: the Abbreviated Mathematics Anxiety Scale - to measure math anxiety, the Motivated Strategies for Learning Questionnaire - to measure use of self-regulated learning strategies, and a Mathematics Achievement Test - to measure changes in content knowledge. The analyses used t-tests and correlations to compare the participants' pretest and posttest scores on the three scales. The use of self-regulated learning strategies was not shown to reduce math anxiety or improve achievement among the elementary education majors in this study. This result may have been due to various limitations, such as insufficient time for applying and following up on the training and an inability to fully embed the training into the course content. Future research should investigate if, given the proper conditions, self-regulated learning strategies will reduce math anxiety and improve the learning of mathematics concepts, leading to more effective mathematics teaching in the elementary classrooms.
Book Synopsis Effects of Participating in an Elementary Mathematics Methods Course of Pre-service Elementary Teachers' Mathematics Anxiety by :
Download or read book Effects of Participating in an Elementary Mathematics Methods Course of Pre-service Elementary Teachers' Mathematics Anxiety written by and published by . This book was released on 2013 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study addressed the effect that an elementary mathematics methods course had on pre-service elementary teachers' mathematics anxiety. A post-course survey identified key parts of the mathematics methods course where pre-service teachers' anxiety increased and decreased. Participants in the study were students of the researcher at a liberal arts college in central Minnesota. Results indicated a drop in anxiety levels overall during time spent in the elementary mathematics methods course. Participants indicated the instructors' disposition, the use of manipulatives, cooperative groups, and conversations about mathematics anxiety were all factors in decreasing their overall anxiety about teaching mathematics at the elementary level. " --
Book Synopsis The Effects of Agent Emotional Support and Cognitive Motivational Messages on Math Anxiety, Learning, and Motivation by : E. Shen
Download or read book The Effects of Agent Emotional Support and Cognitive Motivational Messages on Math Anxiety, Learning, and Motivation written by E. Shen and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: MANOVA analysis revealed a main effect of emotional support. Further univariate analysis showed that students who worked with emotional support agents performed better in learning and had less math anxiety than those students who worked with none-emotional support agents. No significant results were found on the main effect of cognitive motivational messages. This study shows quantitative evidence of the effectiveness of pedagogical agents as a means to deliver emotional support in a computer based learning environment.
Book Synopsis Math Anxiety in Pre-service Elementary Teachers by : Daniel Ethan Franden
Download or read book Math Anxiety in Pre-service Elementary Teachers written by Daniel Ethan Franden and published by . This book was released on 2006 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Designing & Teaching Learning Goals & Objectives by : Robert J. Marzano
Download or read book Designing & Teaching Learning Goals & Objectives written by Robert J. Marzano and published by Solution Tree Press. This book was released on 2010-08-10 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: Design and teach effective learning goals and objectives by following strategies based on the strongest research available. This book includes a summary of key research behind these classroom practices and shows how to implement them using step-by-step hands-on strategies. Short quizzes help readers assess their understanding of the instructional best practices explained in each section.
Book Synopsis Comparison of Classroom Environment and Math Anxiety Among Elementary Education Majors by : Whitney Ann May Berner
Download or read book Comparison of Classroom Environment and Math Anxiety Among Elementary Education Majors written by Whitney Ann May Berner and published by . This book was released on 2017 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: Math anxiety affects career opportunities and everyday tasks such as personal finance. It is not just students who suffer, but also teachers. Teachers with math anxiety may believe that math is not as important as other subjects are and devote less time to it. A preservice math pedagogy class may remedy this problem. The positive environment of a math methods class will help reduce math anxiety in preservice teachers.
Book Synopsis Mathematics Anxiety in Preservice Elementary School Teachers by : Kathye Wasson Unglaub
Download or read book Mathematics Anxiety in Preservice Elementary School Teachers written by Kathye Wasson Unglaub and published by . This book was released on 1995 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1999 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Mathematics Anxiety of Elementary Teachers and Its Effect on Student Mathematics Achievement by : Kristin Murray Hadley
Download or read book Mathematics Anxiety of Elementary Teachers and Its Effect on Student Mathematics Achievement written by Kristin Murray Hadley and published by . This book was released on 2005 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of a Mathematics Methods Course on Elementary Preservice Teachers' Beliefs about the Standards and Their Level of Mathematics Anxiety by : Norma Jean Wynn Harper
Download or read book The Effect of a Mathematics Methods Course on Elementary Preservice Teachers' Beliefs about the Standards and Their Level of Mathematics Anxiety written by Norma Jean Wynn Harper and published by . This book was released on 1994 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Exploring the Impact of a Teacher Education Program on the Mathematical Anxieties of Elementary Pre-Service Teachers by : Sarah Gannon
Download or read book Exploring the Impact of a Teacher Education Program on the Mathematical Anxieties of Elementary Pre-Service Teachers written by Sarah Gannon and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics education in Ontario has been a topic of significant focus in recent years. One concern is the lack of strong elementary mathematics teachers, in part due to the high levels of mathematics anxiety amongst this population (Gresham, 2007; Novak & Tassell, 2017). This study investigated the impact of a teacher education program on elementary pre-service teachers' mathematical anxieties. The study examined the main components of a consecutive teacher education program, namely mathematics methods courses and field experiences, their interrelationships, and their connections with pre-service teachers' background experiences. This explanatory sequential mixed methods approach emphasized qualitative methods (i.e., quan → QUAL) and involved two distinct phases. In Phase 1, quantitative questionnaire data were collected from the nine elementary pre-service teacher participants and analyzed using descriptive statistics. These results were then connected to the individual interview protocols employed in Phase 2 to collect qualitative data, which were analyzed thematically using the constant comparative method to uncover six themes: (a) prior experiences with mathematics, (b) anxieties towards mathematics, (c) the influence of mathematics methods courses on mathematical anxieties, (d) the influence of field experiences on mathematical anxieties, (e) the synthesis of mathematics methods courses and field experiences, and (f) anticipated future mathematics teaching style. This study's results address gaps in the existing literature and highlight the key impacts of teacher education programs on pre-service teachers' state and trait mathematical anxieties. Suggestions are provided for the practice of teacher educators, faculty administrators, and mentor teachers, as well as implications for theory and recommendations for future research.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2002 with total page 556 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Do Pre-Service Elementary School Teachers Still Have Mathematics Anxiety? by : Hakan ßAtlioglu
Download or read book Do Pre-Service Elementary School Teachers Still Have Mathematics Anxiety? written by Hakan ßAtlioglu and published by . This book was released on 2014 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study aims to provide new evidence from Turkish pre-service elementary school (PES) teachers and to identify some correlations and factors associated with mathematics anxiety (MA). 480 Turkish PES teachers participated in this study. Data was collected using a "Personal Information Form," "Mathematics Anxiety Scale," and "Mathematics Attitude Scale." Data was analyzed using the SPSS 17.0 statistics program. It was revealed that the MA level of the participants was low, and the difference based on gender was not significant. Cross-sectional comparison indicated that freshmen were more inclined to have MA than the seniors. Based on self-reported perceptions, we found that there were significant differences related to mathematics. There was a tendency for participants with negative attitudes towards mathematics and low achievers to possess higher levels of MA. It was also found that there was a significant correlation among mathematics anxiety, mathematics achievement, and mathematics attitudes. This study will provide some guidance for the revision of course requirements and teaching strategies, and promotes collaboration between mathematics educators and counselors.
Book Synopsis The Effect of Training in Self-regulated Learning on Math Anxiety and Achievement Among Preservice Elementary Teachers in a Freshman Course in Mathematics Concepts by :
Download or read book The Effect of Training in Self-regulated Learning on Math Anxiety and Achievement Among Preservice Elementary Teachers in a Freshman Course in Mathematics Concepts written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts.
Book Synopsis A Synthesis of the Methods to Reduce Mathematics Anxiety in Pre-service Elementary School Teachers Through a Meta-analysis by : Sharon L. Hayes
Download or read book A Synthesis of the Methods to Reduce Mathematics Anxiety in Pre-service Elementary School Teachers Through a Meta-analysis written by Sharon L. Hayes and published by . This book was released on 2016 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
