A matematikai szorongás pszichoszociális és szocioökonómiai tényezőinek következményes összefüggés vizsgálata és prevalenciájának feltérképezése Magyarországon
Svraka Bernadett
Mental Health Sciences
Dr. Bagdy György
SE Szemészeti Klinika Mária utcai tanterme
2025-06-26 15:00:00
Mental Health Sciences
Dr. Kovács József
Dr. Ádám Szilvia
Dr. Gonda Xénia
Dr. Radványi Katalin
Dr. Torzsa Péter
Dr. Hargittay Csenge
Dr. Szilágyiné Dr. Szinger Ibolya
The aim of our research was to investigate the cognitive and affective symptoms of mathematical anxiety (MA), the factors influencing its development and the impact of mathematical anxiety. From the perspective of mathematical anxiety, we had to deal with a myriad of external and internal factors. Mathematical anxiety was examined in the context of psychosocial and socioeconomic factors.
Eight primary schools in Hungary participated in the study. Results from 999 pupils were processed, of which 48.3% were boys and 51.7% were girls. Their average age was 12.79 Sd=2.28 years. The study included a mathematical ability test (DPV) and a math test and self-completed questionnaires (general anxiety, somatics, mathematical anxiety, SES).
The results of our tests show that general anxiety is associated with mathematical anxiety. This was more pronounced for girls, despite the fact that they did not show significant differences from boys in other factors. The lower the SES of a pupil, the lower the level of ability and the significantly lower the performance on the mathematics knowledge test. A pupil who was found to have lower levels of mathematical ability also performed significantly worse in mathematics. Students who experience anxiety about mathematics were more likely to report somatic symptoms.
Our results show that students who suffer from general anxiety are more prone to maths anxiety. Lower socioeconomic status may predict poorer levels of mathematical ability. The lower the maths ability, the poorer the performance, thus predicting a higher level of maths anxiety, which may be accompanied by somatic symptoms. MA has exactly the same effect on performance as the onset of somatic symptoms.
The results of this research emphasise that mathematics anxiety is a complex, multi-factorial phenomenon that affects students' achievement and well-being. Accordingly, a holistic approach is needed to reduce anxiety, support learners and ensure equal educational opportunities.
