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3 Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu – Ali Sina University, Hamadan, Iran.
10.30473/etl.2025.71726.4231
Abstract
Math anxiety as one of the inhibiting factors in learning mathematics, has received the attention of many educational and cognitive psychologists.The purpose of this study was to investigate the structural relationships of math anxiety based on math self-concept and academic enthusiasm, emphasizing the mediating role of learning strategies.The research method was correlation study of structural equation model type.The statistical population of this research included all male and female students of the second year of secondary schools, a sample of 200 people was selected through a multi-stage cluster random sampling method.To collect data, were used Sedghpour math self-concept questionnaire (2016), Fredericks academic enthusiasm scale (2004), Plaque and Parker's math anxiety scale(1982), and Dawson and McEnery learning strategies questionnaire(2004). The results of Pearson's correlation coefficient analysis showed that there are significant mutual relationships between math self-concept with learning strategies(R=-0.583)and math anxiety(R=-0.682); academic enthusiasm with learning strategies(R=0.646) and math anxiety(R=0.619). Also, were confirmed all the fit indices of the model. So is significant that the standardized path coefficients showed the direct effect of mathematical self-concept on learning strategies (β=0.39); Math self-concept to math anxiety(β=0.49); academic enthusiasm for learning strategies(β=0.46); And academic enthusiasm for math anxiety(β=0.44). Also, the results of the AMOS software bootstrap test showed that are significant the indirect effects of math self-concept and academic enthusiasm on math anxiety through learning strategies. Based on the findings of the present research, it can be concluded that the relationship between math self-concept and academic enthusiasm with math anxiety is not a simple linear relationship,
soleimani, E. , salmani, E. and Yaghoobbi, A. (2025). Causal relationships of math anxiety based on math self-concept and academic enthusiasm with emphasis on the mediating role of learning strategies. Research in School and Virtual Learning, 13(1), -. doi: 10.30473/etl.2025.71726.4231
MLA
soleimani, E. , , salmani, E. , and Yaghoobbi, A. . "Causal relationships of math anxiety based on math self-concept and academic enthusiasm with emphasis on the mediating role of learning strategies", Research in School and Virtual Learning, 13, 1, 2025, -. doi: 10.30473/etl.2025.71726.4231
HARVARD
soleimani, E., salmani, E., Yaghoobbi, A. (2025). 'Causal relationships of math anxiety based on math self-concept and academic enthusiasm with emphasis on the mediating role of learning strategies', Research in School and Virtual Learning, 13(1), pp. -. doi: 10.30473/etl.2025.71726.4231
CHICAGO
E. soleimani , E. salmani and A. Yaghoobbi, "Causal relationships of math anxiety based on math self-concept and academic enthusiasm with emphasis on the mediating role of learning strategies," Research in School and Virtual Learning, 13 1 (2025): -, doi: 10.30473/etl.2025.71726.4231
VANCOUVER
soleimani, E., salmani, E., Yaghoobbi, A. Causal relationships of math anxiety based on math self-concept and academic enthusiasm with emphasis on the mediating role of learning strategies. Research in School and Virtual Learning, 2025; 13(1): -. doi: 10.30473/etl.2025.71726.4231
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