A study on structures of children's arithmetic anxiety and methods of teacher's supports: Examination from social support

Abstract

The purpose of this study was to investigate, with elementary school 5th and 6th graders, structures of children's arithmetic anxiety and methods of teacher's supports. The results of the investigation indicated that: circled digit one. As children's arithmetic anxiety, 4 factors (F1 : in class ; F2 : failure to solution of problems ; F3 : concerning the teacher ; F4 : connected to surroundings) were extracted. circled digit two. There was every possibility with matter related to children's arithmetic anxiety that the teacher practiced supports children wanted but not the amount of supports. circled digit three. A gap of supports between the children's expectation from the teacher and teacher's influenced on arithmetic anxiety in girls. Circled digit four. In arithmetic anxieties that were related immediately to problem solution, children wanted the teacher's instrumental support, and the trend was stronger in children with higher arithmetic anxiety. Circled digit five. On the contrary, in arithmetic anxieties with no immediate relation with problem solution, children wanted the teacher's emotional support, and the trend was seen higher in girls.