On October 16, at 12:15 at Narva mnt 18 room 1020 Getriin Aaviste will defend her thesis „Mathematics anxiety as an obstacle to mathematics learning: Individual and school-related factors associated with mathematics anxiety “.
Opponent: Associate professor Anu Laine, University of Helsinki (Finland)
Summary
Mathematics anxiety as an obstacle to mathematics learning: Individual and school-related factors associated with mathematics anxiety
Mathematics is an essential part of education and everyday life, yet many students experience persistent negative emotions, including anxiety, when learning it. Elevated levels of mathematics anxiety can reduce students´ confidence, motivation, and achievement and may even influence their future educational and career choices.
This dissertation examined which individual and school-related factors are associated with mathematics anxiety and mathematics achievement. It brings together results from five studies using data from Estonian primary school students, 15-year-olds who participated in PISA 2022, and high school graduates. The studies examined psychological factors such as self-efficacy and social and emotional skills, as well as school-related factors such as perceived support from mathematics teachers, mathematics lesson quality, and school belonging.
The main findings show that mathematics anxiety is shaped by the interaction of psychological, educational, as well as social and emotional factors operating at both the student and school
levels. The dissertation highlights that mathematics anxiety should not be viewed as an isolated emotional reaction but as a component of the broader mathematics learning process. Mathematics self-efficacy emerged as one of the strongest and most consistent predictors of mathematics anxiety, while stress resistance, emotional control, and perseverance also play important roles. These findings suggest that helping students develop confidence in their mathematical abilities, regulate their emotions, and cope with learning challenges may reduce mathematics anxiety.
The dissertation also demonstrates that the school environment matters. Students who perceive greater teacher support, higher lesson quality, and a stronger sense of school belonging tend to report lower levels of mathematics anxiety. Furthermore, multilevel analysis revealed that both students´ individual characteristics and differences between schools contribute to explaining why some students experience more mathematics anxiety than others.
Overall, the findings suggest that reducing mathematics anxiety requires more than improving mathematical knowledge alone. Supporting students´ confidence, emotional skills, and positive learning environments may create better conditions for learning mathematics. The dissertations contribute to a better understanding of how schools can support students´ mathematics learning and overall well-being.
