Anxiety about mathematics: Gender and age differences in development
Sofia Maria Cavallaro, Giuseppe Crea
In the school environment, it has been repeatedly observed how emotional-motivational factors can influence school performance. The aim of this research is focused on the relationship between status and trait anxiety, and mathematics anxiety, and on the influence of anxiety on school-age subjects. A group of 205 students were given the STAI and the MeMa Anxiety Scale for Mathematics, to check whether there is a difference in gender and age in relation to levels of anxiety shown by the students. The results confirm that there is a difference in gender and age in relation to mathematical anxiety. Finally, the research allowed us to study metacognitive strategies in the scholastic field as a method of effective psychoeducational intervention.
Keywords
anxiety, mathematics, gender, age.
