Miss Masha Maths
overcoming maths anxiety
Maths Self Beliefs
Research Paper: "Predicting mathematics self-efficacy and anxiety in further education students: the importance of individual psychological variables and perceptions of past and present teachers"
Authors: Masha Apostolidu (MSc), Dr Thomas Hunt
University of Derby
Abstract
This study pioneers the exploration of how individual psychological variables and perceptions of past and present teachers predict maths anxiety and self-efficacy among Further Education (FE) students. It addresses the unique challenges faced by adult learners, who often have a history of struggles in mathematics, shaping their attitudes and expectations.
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The sample comprises 152 adult learners aged 18+ enrolled in FE mathematics courses in England. Two hierarchical regression models were used to examine how these factors predict maths anxiety and self-efficacy. Consistent with previous research, mindset, self-concept, and self-regulation significantly predicted maths self-efficacy, while maths anxiety was negatively associated with these variables. Surprisingly, perceptions of past and present teacher fairness and positive teaching correlated with maths self-efficacy but did not significantly predict it. Interestingly, mindset was the only psychological factor significantly affecting maths anxiety, which contrasts with much of the literature suggesting broader impacts of self-beliefs.
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The findings highlight that perceptions of current teacher fairness were a significant predictor of maths anxiety, aligning with prior studies. However, perceptions of positive teaching, especially from past experiences, did not significantly influence maths anxiety. These results suggest the need for targeted interventions addressing mindset and perceived teacher fairness to reduce maths anxiety and improve self-efficacy in FE students.
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Future research could focus on larger sample sizes and incorporate longitudinal designs to better understand how teacher-student dynamics evolve and impact outcomes over time. Overall, this research is an important step toward in understanding and addressing the unique barriers that FE adult learners face in mathematics.
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