Influence of Classroom Environment Perceptions and Control-Value Appraisals on Community College Students' Mathematics Anxiety

• In Event: Poster Session 8
  In Poster Session: Students' Emotions and Learning

Abstract

Research has shown how mathematics anxiety negatively impacts cognitive processing, performance expectations, and future choices. However, research has not addressed the development of mathematics anxiety in community college students. The current study addresses this gap, as well as contributes to recent evidence of a control-value theory explanation of mathematics anxiety, by examining the impact of classroom environment perceptions and control-value appraisals on mathematics anxiety in community college students (N=166). Perceived lesson demands and performance-avoidance classroom goal orientation predict mathematics anxiety. Students’ fear of failure, task value, and achievement goal orientations also predict their mathematics anxiety. Collectively, classroom environment perceptions and control-value appraisals account for half of the variation in community college students’ mathematics anxiety.

Author

• Holly L. Klee, George Mason University