This research had generated insight in the relation between math anxiety of parents and teachers and genderstereotyped thinking of parents, teachers and pupils on pupils’ math performance. In total...Show moreThis research had generated insight in the relation between math anxiety of parents and teachers and genderstereotyped thinking of parents, teachers and pupils on pupils’ math performance. In total 42 teachers (nwomen = 30), 279 pupils (ngirls = 156) and 206 parents (nmothers = 188) participated during this research. The pupils have been asked to fill in a questionnaire based on the Student Attitude Questionnaire. For the parents and the teachers this questionnaire was expanded with the Math Attitude Scale. There was also asked for pupils’ math skills from the Leerlingvolgsysteem. The first result showed that boys were better in math than girls (p = .03). Secondly no relation was found between teachers’ math anxiety (p = .41) and genderstereotyped thinking of teachers (p = .58) and pupils (p = .45) on pupils’ math performance. The same relations were found for male and female teachers on pupils’ math performance. Opposed to this, parents’ math anxiety had a negative relation with pupils’ math performance (p = .01), but the genderstereotyped thinking of parents (p = .75) and pupils (p = .70) did not predict pupils’ math performance. In conclusion, the influence of parents on pupils’ math performance is larger compared to the influence of teachers. For further research is suggested to include more male teachers and fathers. In addition, it would be interesting to investigate the difference between male and female pupils and the input of pupils own math anxiety to get insight in their own influence on their math performance.Show less
Rekenprestaties van basisschoolleerlingen in Nederland zijn niet op niveau. Er kunnen vele factoren van invloed zijn op de rekenprestaties van leerlingen, maar in dit onderzoek werd de focus gelegd...Show moreRekenprestaties van basisschoolleerlingen in Nederland zijn niet op niveau. Er kunnen vele factoren van invloed zijn op de rekenprestaties van leerlingen, maar in dit onderzoek werd de focus gelegd op de invloed van ouders, leerkrachten en de leerlingen zelf met betrekking tot stereotype opvattingen. Deze studie was een replicatiestudie van Beilock et al. (2010). Data was verzameld door middel van een vragenlijst over stereotype opvattingen, ingevuld door de 221 ouders, 42 leerkrachten en 278 leerlingen. In de groep leerkrachten waren er 30 (71.43%) vrouwelijke en 12 (28.57%) mannelijke leerkrachten. Daarnaast werden rekenprestaties van de leerlingen bepaald met de cijfers Rekenen/Wiskunde van het Leerlingvolgsysteem van het Centraal Instituut voor Toets Ontwikkeling (CITO). Uit de resultaten bleek dat er geen significante relaties zijn tussen stereotype opvattingen van ouders en leerlingen (p = .20) en tussen de stereotype opvattingen van leerkrachten en leerlingen (p = .71). Meer stereotype opvattingen van ouders en leerkrachten leidden niet tot meer stereotype opvattingen bij leerlingen. Er waren tevens geen significante relaties tussen de stereotype opvattingen van leerlingen en de rekenprestaties van zowel meisjes (p = .26) als jongens (p = .75). Kortom, zowel ouders als leerkrachten hebben geen invloed op leerlingen als het stereotype opvattingen betreft. De mate van stereotype opvattingen van leerlingen is niet van invloed op hun rekenprestaties. Rekenprestaties worden niet beïnvloed door stereotype opvattingen. Een suggestie voor vervolgonderzoek kan longitudinaal onderzoek zijn, waarin de invloed van ouders en leerkrachten op verschillende leeftijden van de leerlingen wordt gemeten.Show less
This study focused on the relationship between math anxiety and self-efficacy in pre-service and primary teachers. The sample consisted of 921 participants. All participants filled out a digital...Show moreThis study focused on the relationship between math anxiety and self-efficacy in pre-service and primary teachers. The sample consisted of 921 participants. All participants filled out a digital questionnaire, including questions from the Mathematics Anxiety Scale (MAS; Betz, 1978), the Abbreviated Mathematics Anxiety Scale (AMAS; Hopko et al., 2003) and a self- efficacy questionnaire (Bandura, 1986). Women have a higher level of math anxiety compared to men (p < .001). Men and women indicate to have a same level of self-efficacy in math situations. Furthermore, a significant relation was found between the study binding character of the math exam and the degree of math anxiety (p = .030). No significant correlation was found between the amount of times the test was made and the degree of math anxiety. The interaction – effect was not significant. Also no significant mediation was found between self – efficacy in the relation between the amount of times the test was made, the study binding character and the degree of math anxiety. Further research should focus on the factors influencing math anxiety and traits of an effective treatment of math anxiety. At last, increasing self – efficacy among pre – service and primary school teachers is important in order to improve the level of the math skills of the Dutch population.Show less
The purpose of this study was to examine the relation between the WISCAT test and math anxiety in pre-service and primary level teachers. The sample consisted of 580 participants, 242 (41,7%)...Show moreThe purpose of this study was to examine the relation between the WISCAT test and math anxiety in pre-service and primary level teachers. The sample consisted of 580 participants, 242 (41,7%) primary level teachers and 338 (58,3%) pre-service teachers. All participants filled out a digital questionnaire, including questions from the Mathematics Anxiety Scale (MAS; Betz, 1978) and the Abbreviated Mathematics Anxiety Scale (AMAS; Hopko et al., 2003). Results of this study show that there is no significant difference in the level of math anxiety between primary school teachers who took the WISCAT test and teachers who did not take the test (p = .46). The specialization pre-service students chose, either grade 1-4 or grade 5-8, does not predict the level of math anxiety (p = .81). As well as the number of retakes students have to take on the WISCAT (p = .07). Pre-service students show the same level of math anxiety. The results of this study provide a good basis for those wishing to examine math anxiety amongst pre-service and primary level teachers in greater detail. It is hoped that this study will stimulate further research into the factors influencing math anxiety amongst pre-service and primary level teachers. Through such further research it is likely to find solutions to counter the problem of math anxiety.Show less
