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Mathematics anxiety in deaf, hard of hearing, and hearing college students

While mathematics anxiety (MA) has been widely researched in recent decades, this study addresses significant gaps: namely, research that explores the relationship between MA and self‐reported mathematics experiences; samples adults with a range of MA levels; and controls for general anxiety. Additi...

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Autores principales: Mishra, Akriti, Walker, Kristin, Oshiro, Briana, Langdon, Clifton, Coppola, Marie
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9541499/
https://www.ncbi.nlm.nih.gov/pubmed/35365866
http://dx.doi.org/10.1111/nyas.14773
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author Mishra, Akriti
Walker, Kristin
Oshiro, Briana
Langdon, Clifton
Coppola, Marie
author_facet Mishra, Akriti
Walker, Kristin
Oshiro, Briana
Langdon, Clifton
Coppola, Marie
author_sort Mishra, Akriti
collection PubMed
description While mathematics anxiety (MA) has been widely researched in recent decades, this study addresses significant gaps: namely, research that explores the relationship between MA and self‐reported mathematics experiences; samples adults with a range of MA levels; and controls for general anxiety. Additionally, the study sampled deaf and hard of hearing (DHH) students, whose diverse life and educational experiences often differ from hearing students’. We investigated whether DHH students’ experiences with mathematics (i.e., parental behaviors, school environment, and mathematics feelings) and demographic variables (i.e., hearing status, age, and gender) predict their MA, and whether these relationships differ from those in hearing students. Self‐report questionnaires were completed by 296 DHH and hearing college students. Linear regression analyses controlling for general anxiety led to the following inference: DHH students who reported more positive attitudes toward mathematics and school environments demonstrated higher MA. Also, the relationships between mathematics feelings, parental behaviors, and MA differed between DHH and hearing students. Logistic regression analyses showed no contribution of MA to students’ likelihood of pursuing STEM degrees in either DHH or between DHH and hearing groups. Overall, this work breaks new ground in the study of MA in DHH students and challenges standard views of the relationships between MA and individual experiences.
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spelling pubmed-95414992022-10-14 Mathematics anxiety in deaf, hard of hearing, and hearing college students Mishra, Akriti Walker, Kristin Oshiro, Briana Langdon, Clifton Coppola, Marie Ann N Y Acad Sci Original Articles While mathematics anxiety (MA) has been widely researched in recent decades, this study addresses significant gaps: namely, research that explores the relationship between MA and self‐reported mathematics experiences; samples adults with a range of MA levels; and controls for general anxiety. Additionally, the study sampled deaf and hard of hearing (DHH) students, whose diverse life and educational experiences often differ from hearing students’. We investigated whether DHH students’ experiences with mathematics (i.e., parental behaviors, school environment, and mathematics feelings) and demographic variables (i.e., hearing status, age, and gender) predict their MA, and whether these relationships differ from those in hearing students. Self‐report questionnaires were completed by 296 DHH and hearing college students. Linear regression analyses controlling for general anxiety led to the following inference: DHH students who reported more positive attitudes toward mathematics and school environments demonstrated higher MA. Also, the relationships between mathematics feelings, parental behaviors, and MA differed between DHH and hearing students. Logistic regression analyses showed no contribution of MA to students’ likelihood of pursuing STEM degrees in either DHH or between DHH and hearing groups. Overall, this work breaks new ground in the study of MA in DHH students and challenges standard views of the relationships between MA and individual experiences. John Wiley and Sons Inc. 2022-04-01 2022-07 /pmc/articles/PMC9541499/ /pubmed/35365866 http://dx.doi.org/10.1111/nyas.14773 Text en © 2022 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals LLC on behalf of New York Academy of Sciences. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc-nd/4.0/ (https://creativecommons.org/licenses/by-nc-nd/4.0/) License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made.
spellingShingle Original Articles
Mishra, Akriti
Walker, Kristin
Oshiro, Briana
Langdon, Clifton
Coppola, Marie
Mathematics anxiety in deaf, hard of hearing, and hearing college students
title Mathematics anxiety in deaf, hard of hearing, and hearing college students
title_full Mathematics anxiety in deaf, hard of hearing, and hearing college students
title_fullStr Mathematics anxiety in deaf, hard of hearing, and hearing college students
title_full_unstemmed Mathematics anxiety in deaf, hard of hearing, and hearing college students
title_short Mathematics anxiety in deaf, hard of hearing, and hearing college students
title_sort mathematics anxiety in deaf, hard of hearing, and hearing college students
topic Original Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9541499/
https://www.ncbi.nlm.nih.gov/pubmed/35365866
http://dx.doi.org/10.1111/nyas.14773
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