@article{education20251373,
author={Alyamni, Manal},
title={The Prevalence and Determinants of Math Anxiety in a Non-Western Setting from the Lens of Self-Efficacy Theory & Attribution Theory},
journal={American Journal of Educational Research},
volume={13},
number={7},
pages={372--382},
year={2025},
url={https://pubs.sciepub.com/education/13/7/3},
issn={2327-6150},
abstract={The main aim of the current study is to identify the prevalence and determinants of math anxiety from the lens of self-efficacy theory & attribution theory. This study provides valuable data on the prevalence and causes of mathematics anxiety in a non-western setting ¨C specifically, among 341 high school students (164 females/48.1% and 177 males/51.9%) in grade levels 10, 11, and 12 in Riyadh, Saudi Arabia. Using the Mathematics Self-Efficacy Scale (MSES), modified from Betz & Hackett's math anxiety adopted from Fennema-Sherman Mathematics Attitudes Scales and the Attrition Scale procedure implemented by Bar-Tal, this study focuses on the links among three interrelated constructs: math anxiety, perceived self-efficacy, and causal attribution. Results show that most of both male and female students are doubtful about their performance in math, but overall, female students show a higher degree of math anxiety than males. The data also showed a high positive correlation between external attributional and anxiety scores, based on a set of independent variables including confidence, value, enjoyment, motivation, teacher valuation, self-efficacy, internal beliefs, and external beliefs. The most significant independent variables were self-efficacy and enjoyment, while value and motivation were only marginally related to math anxiety. On average, the higher studentsĄŻ self-efficacy, the lower their math anxiety.},
doi={10.12691/education-13-7-3}
publisher={Science and Education Publishing}
}