CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDY

This chapter includes a review of related literature which will discuss the
importance and significance of the current study, Theoretical Framework,
Conceptual Framework, and Hypothesis.

Mathematics Self-Efficacy

A study by Pajares and Graham (2014), highlighted that students with high
mathematics self-efficacy are more likely to engage in challenging tasks and employ
effective problem-solving strategies. Their findings suggest that enhancing self-
efficacy can lead to increased academic achievement, particularly in mathematics,
where anxiety and fear of failure are prevalent.

More empirical evidence supporting the importance of self-efficacy in

mathematics can be found in the work of Usher and Pajares (2014), who examined
the relationship between self-efficacy, motivation, and academic performance among
middle school students. The researchers discovered that higher levels of
mathematics self-efficacy were correlated with greater intrinsic motivation and better
performance outcomes. Their study emphasized that teachers play a crucial role in
fostering students' self-efficacy through supportive feedback and encouraging
classroom environments. This event suggests that interventions aimed at boosting
self-efficacy could be beneficial for improving student engagement and success in
mathematics.

Extending this discourse into more recent literature, Schunk and Zimmerman
(2020), explored the impact of goal setting on mathematics self-efficacy among high
school students. Their findings revealed that specific, attainable goals significantly
enhanced students' self-beliefs about their mathematical abilities. This idea aligns
with previous research indicating that goal-setting not only influences performance
but also helps sustain motivation over time. The authors advocate for integrating
goal-setting strategies into the curriculum to enhance students' self-efficacy beliefs,
thereby contributing to improved educational outcomes.
 However, Huang (2022), conducted a comprehensive meta-analysis
examining factors influencing mathematics self-efficacy across various educational
contexts. Their analysis indicated that personal factors such as achievement and
contextual factors like classroom environment play critical roles in shaping students'
beliefs about their mathematical abilities. They concluded that targeted interventions
addressing these factors can lead to significant improvements in students'
mathematics self-efficacy, which is crucial for their long-term academic success.
Collectively, these studies underscore the multifaceted nature of mathematics self-
efficacy and highlight the need for ongoing research to develop effective strategies
for enhancing students' confidence Anxiety disorders are among the most prevalent
mental health issues worldwide, significantly impacting individuals' quality of life.

Anxiety

Anxiety disorders remain a significant public health concern, with a

comprehensive study by Kessler (2014), revealing that about 30% of adults in the
United States have an anxiety disorder at some point in their lives. This high
prevalence underscores the urgency of understanding anxiety's impact on individuals
and society. The research emphasizes that anxiety not only affects mental well-being
but is also associated with various physical health problems, leading to increased
healthcare costs and diminished quality of life.

Research by McEwen (2015), has significantly advanced our understanding of

the biological mechanisms involved in anxiety.He work highlights the role of chronic
stress in altering brain structures, particularly in areas such as the amygdala, which
is crucial for emotional regulation. These findings suggest that long-term stress
exposure can exacerbate anxiety symptoms, leading to a feedback loop that
complicates treatment. Understanding these biological foundations is essential for
developing effective interventions.

The effectiveness of therapeutic interventions for anxiety has been

extensively studied. Hofmann (2015), conducted a meta-analysis demonstrating the
effectiveness of cognitive-behavioral therapy in reducing anxiety symptoms across
various disorders. Their research indicates that CBT not only alleviates immediate
symptoms but also equips people with coping strategies that foster resilience in the
long term. This evidence supports the integration of CBT into standard treatment
protocols for anxiety disorders.

The rise of technology has introduced new avenues for treating anxiety
disorders. Andersson (2014), examined the effectiveness of internet-based
interventions, finding that online therapy programs can significantly reduce anxiety
symptoms and improve access to care. This study highlights the potential of digital
mental health resources to reach people who may be hesitant to seek traditional
therapy, thereby expanding the reach of effective treatments. The integration of
technology in mental health care is a promising frontier for addressing the growing
need for accessible anxiety treatment.

Self Efficacy

Self-efficacy refers to individuals' beliefs in their capabilities to execute actions

required to achieve specific performance attainments. In recent years, extensive
research has reaffirmed its significance across various fields, including education,
psychology, and health. A study by Schunk and Zimmerman (2014), emphasizes the
role of self-efficacy in motivating learners, suggesting that students with higher self-
efficacy set more challenging goals and exhibit greater persistence in overcoming
obstacles. This aligns with the notion that self-efficacy not only influences individual
motivation but also enhances overall academic performance.

Furthermore, a meta-analysis conducted by Multon, Brown, and Lent (2014),

consolidates findings from various studies, establishing a robust correlation between
self-efficacy and academic success. The authors argue that self-efficacy influences
both cognitive processes and behavioral patterns in learners. Higher self-efficacy is
associated with improved self-regulation, enabling students to employ effective
strategies for learning and problem-solving.

This relationship highlights the critical need for educational interventions

aimed at boosting self-efficacy to foster academic achievement. In the realm of
health psychology, the work of McAuley and Rudolph (2015), illustrates the impact of
self-efficacy on physical activity and health behaviors. Their research indicates that
individuals with strong self-efficacy beliefs are more likely to engage in regular
exercise and adhere to health-related behaviors. This suggests that enhancing self-
efficacy can be a key strategy in promoting healthier lifestyles, as individuals become
more confident in their ability to change their behaviors and achieve health-related
goals.

Lastly, recent studies have explored the intersection of self-efficacy and

technology in educational contexts. For instance, Huang and Liaw (2018), examine
how digital learning environments can enhance self-efficacy among students. Their
findings suggest that interactive and engaging online platforms not only support skill
acquisition but also build learners’ confidence in their abilities. This trend indicates a
promising direction for future research and practice, emphasizing the importance of
fostering self-efficacy through innovative educational technologies.

Mathematics Anxiety Among Students

Mathematics anxiety is a prevalent issue among students in STEM (Science,

Technology, Engineering, and Mathematics) fields, impacting their academic
performance and confidence. Researchers have explored the multifaceted nature of
this anxiety, revealing its detrimental effects on students' engagement and
achievement. For instance, a study by Ashcraft and Ridley (2018), highlights how
math anxiety can hinder problem-solving skills and lead to a negative cycle of
avoidance, further exacerbating students' feelings of inadequacy in math-related
tasks.

Additionally, the relationship between math anxiety and gender has been
extensively investigated. Studies, such as those conducted by Ma and Xu (2019),
show that female students often report higher levels of math anxiety compared to
their male counterparts, which can contribute to the underrepresentation of women in
STEM fields. This gender disparity underscores the need for targeted interventions
to support female students, helping to create a more inclusive environment in STEM
education.

Interventions aimed at reducing math anxiety have gained traction in recent

years. For example, a study by Beilock (2015), examined the effectiveness of
various teaching strategies, including collaborative learning and the incorporation of
anxiety-reducing techniques, such as mindfulness practices. Their findings suggest
that these approaches not only improve students' math performance but also
enhance their emotional well-being, demonstrating the potential for educational
reform to mitigate anxiety.

Moreover, the role of self-efficacy in mathematics plays a critical part in

addressing math anxiety. According to Kalloo and Muntaner (2020), higher levels of
self-efficacy correlate with lower levels of anxiety, indicating that fostering a growth
mindset and building confidence in math abilities can be effective strategies. This
body of research emphasizes the importance of supporting STEM students through
both psychological and educational interventions, aiming to create a more supportive
atmosphere that addresses the roots of math anxiety.

Factors Contributing To Mathematical Anxiety

According to Ashcraft and Ridley (2017), Mathematical anxiety is a prevalent

issue among students, significantly affecting their performance and attitudes towards
mathematics, moreover, mathematical anxiety can be understood as a complex
interplay of emotional, cognitive, and behavioral factors that inhibit an individual's
ability to engage with mathematical tasks. The authors emphasize that prior
experiences with math, particularly negative ones, can lead to a cycle of anxiety that
perpetuates fear and avoidance behaviors. They argue that the social context,
including peer influences and teacher attitudes, plays a critical role in shaping
students' perceptions and experiences of mathematics, ultimately impacting their
self-efficacy and willingness to participate in math-related activities.

According to Maloney (2015), They're Building on this understanding to delve

deeper into the cognitive aspects of mathematical anxiety. Their research highlights
the detrimental effects of stress Research on working memory capacity during
mathematical problem-solving scenarios. They found that students with high levels of
math anxiety often have intrusive thoughts that consume cognitive resources, thus
impairing their ability to process information effectively. This idea creates a feedback
loop where poor performance reinforces anxiety, making it increasingly difficult for
these students to improve their skills over time. The authors suggest that
interventions aimed at reducing anxiety through cognitive restructuring could help
mitigate its effects on learning outcomes.

Furthermore, Hembree (2016), conducted a meta-analysis examining various

factors contributing to mathematical anxiety across different educational contexts.
His findings suggest that demographic variables such as gender and socioeconomic
status significantly influence levels of math anxiety among students. Specifically,
females reported higher levels of math anxiety compared to males, which may stem
from societal stereotypes about gender capabilities in mathematics, it also points out
that instructional methods and classroom environments are crucial in either
exacerbating or ameliorating mathematical anxiety. He advocates for pedagogical
approaches that foster a positive learning atmosphere and encourage growth
mindsets in students as effective strategies for reducing anxiety and improving
achievement in mathematics.

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