초등 고학년 학생의 성별 및 학년에 따른 수학불안이수학성적에 미치는 영향
The effect of Mathematics Anxiety of Upper-Grades Elementary school students' Mathematic Achievement according to the Grades and Gender
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The purpose of this paper is to investigate the differences of the mathematics anxiety in upper-grade elementary school students according to the Grades and Gender, and to find out which mathematics anxiety causes have more influence on mathematic achievement and how much it is. For this purposes, the problem of this study as follows; firstly, are there any differences in the mathematics anxiety according to the Gender? secondly, are there any differences in the mathematics anxiety according to the Grades? thirdly, are there any relationship between mathematics anxiety and mathematic achievement according to Grades? lastly, is rhe are there any ematics anxiety and mathematic achievement according to Grades? The subjects of this study consisted of 127 4th graders, 132 5th graders, 131 6th graders, selected for a class of unit, in public elementary schools located in Seoul, Korea. In this study, for children's mathematics anxiety, Lee(2000)'s mathematics anxiety Scale was used. The collected data were analyzed by using the 22.0 SPSS program. The data were also tested by using the t-test, correlation and multiple regression. The major results of this study were as follows; First, mathematics anxiety have none significant difference according to the Gender. Secondly, mathematics anxiety have a significantly difference according to the Grades. Thirdly, mathematics anxiety and mathematic achievement have significantly relationship each other. Lastly, the multiple regression analyses demonstrated that the mathematics anxiety's sub factors were the significant predictors of the mathematic achievement.
Abstract
The purpose of this paper is to investigate the differences of the mathematics anxiety in upper-grade elementary school students according to the Grades and Gender, and to find out which mathematics anxiety causes have more influence on mathematic achievement and how much it is. For this purposes, the problem of this study as follows; firstly, are there any differences in the mathematics anxiety according to the Gender? secondly, are there any differences in the mathematics anxiety according to the Grades? thirdly, are there any relationship between mathematics anxiety and mathematic achievement according to Grades? lastly, is rhe are there any ematics anxiety and mathematic achievement according to Grades? The subjects of this study consisted of 127 4th graders, 132 5th graders, 131 6th graders, selected for a class of unit, in public elementary schools located in Seoul, Korea. In this study, for children's mathematics anxiety, Lee(2000)'s mathematics anxiety Scale was used. The collected data were analyzed by using the 22.0 SPSS program. The data were also tested by using the t-test, correlation and multiple regression. The major results of this study were as follows; First, mathematics anxiety have none significant difference according to the Gender. Secondly, mathematics anxiety have a significantly difference according to the Grades. Thirdly, mathematics anxiety and mathematic achievement have significantly relationship each other. Lastly, the multiple regression analyses demonstrated that the mathematics anxiety's sub factors were the significant predictors of the mathematic achievement.
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