International Journal of Teaching and Learning in Higher Education
Abstract
This research contributes to the body of knowledge regarding mathematics anxiety, self-efficacy, and performance in mathematics. Specifically, this study analyzed these constructs as they pertain to undergraduate business students enrolled in entry-level, prerequisite mathematics courses. Information was collected via surveys utilizing the Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ). Results based on regression modeling were consistent with prior research involving the relationship between mathematics anxiety and performance, with self-efficacy serving as a mediator. Data indicated an inverse relationship between math anxiety and math self-efficacy, an inverse relationship between math anxiety and students’ expected grade, differences in math self efficacy by business major, and partial mediation support for math self-efficacy on the inverse relationship between math anxiety and expected grade. Discussion extends to instructional strategies for mathematics and business educators alike that support self-efficacy and alleviate mathematics anxiety for business students in the infancy of their program.
Recommended Citation
Meador, Audrey
(2024)
"The Effects of Math Anxiety on the Performance of Undergraduate Business Majors: Using Self-Efficacy as a Mediator,"
International Journal of Teaching and Learning in Higher Education: Vol. 35
:
Iss.
2,
Article 14.
Available at:
https://docs.lib.purdue.edu/ijtlhe/vol35/iss2/14