Characterizing the mathematics anxiety literature using confidence intervals as a literature review mechanism

  • Zientek L
  • Yetkiner Z
  • Thompson B
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Abstract

The authors report the contextualization of effect sizes within mathematics anxiety research, and more specifically within research using the Mathematics Anxiety Rating Scale (MARS) and the MARS for Adolescents (MARS-A). The effect sizes from 45 studies were characterized by graphing confidence intervals (CIs) across studies involving (a) adults not participating in studies focusing on remedial or entry-level mathematics students or teachers, (b) remedial mathematics and entry-level college mathematics students, (c) preservice and inservice teachers, and (d) 7-12th-grade students and rising college students. The results also illustrate how CIs can be useful in research syntheses, because CIs (a) encourage meta-analytic thinking, (b) provide information about the research precision of a literature, and (c) provide plausible estimates for parameter values even if initial research expectations are wildly wrong. (Contains 1 table and 6 figures.)

Author-supplied keywords

  • confidence intervals
  • effect sizes
  • mathematics anxiety
  • replicability
  • statistical significance

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Authors

  • Linda Reichwein Zientek

  • Z. Ebrar Yetkiner

  • Bruce Thompson

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