Structural Relationships between Mathematical Academic Beliefs and Mathematical Anxiety Mediated by Academic Hardiness in Male High School Students in District 4 of Tehran

Abstract

The aim of this study was to investigate the mediating role of academic rigidity in the relationship between mathematical academic beliefs and mathematical anxiety in students. The research method was descriptive-correlation based on structural equations. The statistical population of the present study consisted of all 2710 male students of the first year of the ninth grade of public schools in Tehran's 4th district in the academic year 1399-1400. In this study, 300 people were selected as a sample size by a two-stage cluster sampling method. To collect data, Plick and Parker (1982) Mathematical Anxiety Questionnaire, Leder and Forges (2002) Mathematical Academic Beliefs Questionnaire, Academic Hardness Questionnaire were collected. Benshik et al. (2005) were used. Structural regression equations with SPSS18 and AMOS23 software were used to analyze the data. Findings showed that academic math beliefs and academic toughness have a direct effect on math anxiety in students. Also, mathematical academic beliefs have a significant effect on mathematical anxiety through the mediation of academic hardiness in students. In general, the research model was approved. The present study shows the importance of cognitive factors in explaining mathematical anxiety.

Keywords

• mathematical academic beliefs
• academic hardiness
• mathematical anxiety