Examining the Determinants of Anxiety and Academic Stress in Learning Mathematics

Abstract

This paper determines mathematics anxiety and academic stress in mathematics learning through an analysis of the interrelationship between the factors thereof and its impact on the performance of students. Mathematics anxiety refers to a type of anxiety characterized by feelings of tension coupled with fear, which often predicts academic stress, especially in educational settings which are highly pressurized. This article has highlighted major precursors that math anxiety is normally typified with, which include previous traumatic experiences, learning strategies, and parental influences, all of which contribute to the escalation in the levels of stress. Math anxiety has also been debated on the perspective of males and females; findings have established that female students are prone to developing math anxiety due to stereotype threats and stereotypes present within society. It also looks at how math anxiety disrupts cognition, such as working memory, following the derivation of lower performances. For instance, cognitive-behavioral therapy, mindfulness practices, and growth mindset teaching strategies are discussed as being particularly effective for alleviating anxiety and stress. The interdependent relationship between mathematics anxiety and academic stress goes both ways, meaning that a deeper, more nuanced understanding of this will further enable educators and policymakers to develop appropriate targeted strategies aimed at student support, enhanced mathematical proficiency, and overall better academic success for all. Longitudinal effects of the interventions and complex relationships between anxiety, stress, and performance in math learning are suggested for further investigation in future research directions.