A study of adult participation in mathematics courses as a function of mathematics anxiety and other variables

Research was conducted to determine the mathematics anxiety of adult learners taking classes at a large midwestern university and to determine the relationships between such anxiety and personal, educational, and occupational variables. The relationship between these measures and the subjects' plans to continue to study mathematics was also considered.;It can be concluded from this study that the level of mathematics anxiety experienced by adult learners is not related to age, sex, or occupation. Mathematics anxiety was found to be inversely related to the amount and level of mathematics coursework taken at both the secondary and postsecondary levels. Those students who had taken more mathematics courses experienced significantly less mathematics anxiety. Students who reported taking mathematics classes beyond Geometry in high school experienced less mathematics anxiety than those who did not. At the postsecondary level, those students who had taken only lower level mathematics courses experienced greater mathematics anxiety. Those students who had taken mathematics more recently also experienced less mathematics anxiety.;The intention to continue to study mathematics at the postsecondary level was not found to be significantly related to mathematics anxiety.;Knowledge of student experiences related to increased mathematics anxiety may be helpful to advisors of adult students when assisting these students in choosing and planning their educational programs.;The mathematics anxiety of adults enrolled at a large midwestern university was determined using the Mathematics Anxiety Rating Scale (MARS) (Suinn, 1972).