| Mathematics anxiety has been associated with poor mathematics performance and avoidance of mathematics, both of which have implications for future careers. The purpose of this study was to begin the generation of theory on the nature and antecedents of mathematics anxiety. The theory was generated through a synthesis of grounded data and previously formulated theory on general, test and mathematics anxiety. Grounded data were obtained from a series of in-depth interviews with each of six respondents; four high mathematics-anxious and two low. Each interview was audiotaped and transcribed and the transcripts were analyzed. Other qualitative methods were used to establish trustworthiness of the research.;Three types of antecedents of mathematics anxiety were explored; ones related to the personality or disposition of the individual, ones related to the situation, and ones related to the environment of the individual in the past. The dispositional antecedents included confidence in ones ability to do mathematics, doubt about self as a person, need for approval, need to achieve, attitudes toward mathematics, factors related to intellectual functioning, and self blame. Situational antecedents included the way mathematics is taught, personality of the teacher, classroom or school factors, and antecedents of test anxiety. Finally, environmental antecedents included sociological factors such as socioeconomic status, parental factors, and sex role socialization.;Mathematics anxiety was defined as a specific experience of anxiety in situations involving mathematics. However, there also seemed to be a more pervasive form of mathematics anxiety which was closely related to avoidance of mathematics. Mathematics test anxiety was found as well as mathematics anxiety in nontesting situations. The cumulative nature of the subject and the lack of context as in reading partly explained why mathematics was anxiety provoking. |
