The relation between math anxiety and students’ perceptions of classroom environment

Abstract

Math anxiety is related to perceived classroom environment and students’ responses to math learning. However, the mechanism behind remains unclear in Hong Kong at the primary level. This study examined the mediating role of math anxiety in the relation between perceived classroom environment and math self-efficacy, and between perceived classroom environment and self-handicapping strategies. The data were drawn from 297 second and fifth Chinesespeaking graders. Using structural equation modelling, it was found that after controlling for grade and gender, the perception of teacher caring, and the perceived classroom masteryfocused goal structure indirectly predict math self-efficacy and self-handicapping strategies with math anxiety playing the mediating role. Such findings highlight the important role of math anxiety in explaining the relation between perceived classroom environment and students’ responses to math learning, which offer educators insights into how to reduce math anxiety to facilitate math-related outcomes.