Σχέσεις του Ψυχολογικού Κλίματος της Τάξης με το Άγχος των Μαθητών για τα Μαθηματικά

Abstract

The aim of this study was to investigate: a) the relationship between the classroom climate and students' mathematics anxiety, and b) the relationship between mathematics anxiety and mathematics performance.

Our sample consisted of 196 primary school pupils attending 4th, 5th, and 6th grade. My Class Inventory was employed to measure children’s perception about classroom climate while students’mathematics anxiety was measured by a questionnaire that constructed for the purposes of this research.e performance in mathematics was measured by scores of students in learning mathematics.

The results showed that the psychological climate of the classroom is a factor associated with students’mathematics anxiety. Results also show that both classroom climate and mathematics anxiety predict children’s mathematics performance in a significant way.