Mô hình dự báo tích hợp lo âu toán học ở học sinh trung học cơ sở tại tỉnh Nghệ An: Vai trò của tự đánh giá năng lực học Toán và các yếu tố gia đình - xã hội

Tóm tắt

Mathematics anxiety is a notable issue among lower secondary school students and may be influenced by individual characteristics, students’ perceived competence in learning mathematics, and family - social factors. This study aimed to test a predictive model of mathematics anxiety using a sample of 525 lower secondary school students in Nghe An province, Vietnam, while simultaneously examining the roles of background variables, self-perceived mathematical competence, and selected family - social factors. The results indicated that students’ mathematics anxiety was at a moderate-to-relatively high level, and the final regression model explained 40.3% of the variance in overall mathematics anxiety. Among the predictors, self-perceived mathematical competence emerged as the strongest predictor, followed by gender, academic achievement, and experiences of being compared with others; meanwhile, having relatives or friends who were proficient in mathematics and having a role model in the field of mathematics were no longer statistically significant predictors when included in the integrated model. The findings highlight the central role of self-perceived mathematical competence in explaining mathematics anxiety and indicate that negative comparison experiences are also associated with students’ anxiety levels. Accordingly, the study suggests that interventions aimed at reducing mathematics anxiety should focus on strengthening students’ positive perceptions of their mathematical competence and fostering learning environments that minimize negative comparison practices.