Identifying Correlations in Academic Anxiety to Coin the Term "Math-Related Testing Anxiety"

Abstract

Math anxiety was first defined by Richardson and Suinn (1972) as “feelings of tension or anxiety that interfere with the manipulation of numbers.” Testing anxiety has been proven to produce similar feelings of tension which interfere with an individual's ability to think critically (Putwain & Pescod, 2017). Therefore, in identifying the correlations between math anxiety and testing anxiety, this study aims to coin the term “math-related testing anxiety. “This study researched the effects of math anxiety and testing anxiety for undergraduate, entry-level mathematics students. This was done through an online survey to gather qualitative data and interviews to gather quantitative data.

The study found that the concept of threats from internal and external pressures creates a sense of anxiety (Steele, 2009). This anxiety from threat is produced from the language used to discuss mathematical concepts and testing situations and is heightened based on past experiences with each concept (Richardson & Suinn; Ashcraft & Moore, 2009;). This heightened threat impacts individuals of all ages (Steele). Therefore, this study indicates a basic definition for “math-related testing anxiety” to be "feelings of tension or anxiety that interfere with an individual's ability to effectively perform academically in a testing situation involving the manipulation of numbers and solving of mathematical problems in a wide variety of ordinary life and academic situations." Understanding this definition can help educators in better adjusting their pedagogy to student needs.