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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

Pajares and Graham (2014), found that students with high mathematics self-
efficacy are more likely to tackle challenging tasks and use effective problem-solving
strategies. The research suggests that boosting self-efficacy can improve academic
performance in mathematics, especially in the face of anxiety and fear of failure.

More empirical evidence supporting the importance of self-efficacy in

mathematics can be found in the work of Usher and Pajares (2014), They provided
further evidence of the importance of self-efficacy in mathematics by studying middle
school students. They found that higher mathematics self-efficacy was linked to
greater intrinsic motivation and improved performance. The study highlighted
teachers' vital role in fostering self-efficacy through supportive feedback and
encouraging classroom environments. This suggests that interventions aimed at
enhancing self-efficacy could help improve student engagement and success in
mathematics.

However, Huang (2022), conducted a meta-analysis on factors influencing

mathematics self-efficacy across various educational settings. The findings revealed
that both personal factors, such as achievement, and contextual factors, like the
classroom environment, significantly affect students' beliefs in their mathematical
abilities. Huang concluded that targeted interventions addressing these factors could
greatly enhance students' mathematics self-efficacy, which is essential for their long-
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term academic success. These studies highlight the complex nature of mathematics
self-efficacy and emphasize the need for ongoing research to develop effective
strategies for boosting student confidence.

Anxiety

Anxiety disorders are a major public health issue according to Kessler (2014),
The study reports that around 30% of U.S. adults experience an anxiety disorder in
their lifetime. This prevalence highlights the need to understand anxiety's effects on
individuals and society, as it impacts mental well-being and is linked to various
physical health problems, leading to higher healthcare costs and reduced quality of
life.

Base on the Study of McEwen (2015), They has a shed light on the biological
mechanisms of anxiety, showing how chronic stress can alter brain structures like
the amygdala, which is vital for emotional regulation. This suggests that long-term
stress can worsen anxiety symptoms, creating a feedback loop that complicates
treatment.

Hofmann (2015), conducted a meta-analysis confirming the effectiveness of

cognitive-behavioral therapy (CBT) in reducing anxiety symptoms across different
disorders. CBT not only addresses immediate symptoms but also provides coping
strategies that enhance long-term resilience, supporting its inclusion in standard
treatment protocols.

Additionally, Andersson (2014), explored internet-based interventions and

found that online therapy programs can significantly alleviate anxiety symptoms
while improving access to care. This study demonstrates the potential of digital
mental health resources to reach those hesitant to seek traditional therapy, making
technology a promising avenue for expanding anxiety treatment accessibility.
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Self Efficacy

Self-efficacy — belief in the ability to implement behaviors needed for a

desired result. New research shows that it is a crucial thing for many sides,
specifically to education area and too the psychological and health niche. Thus, by
setting more challenging goals and persisting better in facing hurdles those higher
self-efficacy students showed the link to course performance (Schunk & Zimmerman,
2014).

Furthermore, The study of Multon Brown, and Lent (2014), A meta-analysis

further establishes a strong link between self-efficacy and academic success, noting
that it influences cognitive processes and behaviors. Higher self-efficacy correlates
with better self-regulation and effective learning strategies, suggesting that
educational interventions aimed at enhancing self-efficacy can improve academic
outcomes.

In health psychology, according to McAuley and Rudolph (2015), They

demonstrated that individuals with strong self-efficacy are more likely to engage in
regular exercise and maintain healthy behaviors, indicating that boosting self-efficacy
can promote healthier lifestyles.

However, Recent studies of Huang and Liaw (2018), have also explored how
technology can enhance self-efficacy in educational settings. Their findings suggest
that engaging digital learning environments can build students’ confidence and
support skill development, highlighting the potential of innovative educational
technologies to foster self-efficacy.

Mathematics Anxiety Among Students

Mathematics anxiety is a significant challenge for students in STEM fields,

negatively affecting their academic performance and confidence. Research indicates
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that this anxiety can impair problem-solving abilities and lead to avoidance
behaviors, creating a cycle of inadequacy in math tasks (Ashcraft & Ridley, 2018).

Gender differences in math anxiety have also been noted, with studies
showing that female students often experience higher levels of anxiety than male
students, which may contribute to their underrepresentation in STEM fields (Ma &
Xu, 2019). This highlights the need for targeted interventions to support female
students and foster inclusivity in STEM education.

More over, Recent interventions aimed at reducing math anxiety include

teaching strategies like collaborative learning and mindfulness techniques, which
have been found to improve both math performance and emotional well-being
(Beilock, 2015). Additionally, fostering self-efficacy is crucial, as higher self-efficacy
is linked to lower anxiety levels.

Also, They Encouraging a growth mindset and building confidence in math skills
can be effective in addressing math anxiety (Kalloo & Muntaner, 2020). Overall, the
research underscores the importance of psychological and educational support for
STEM students to tackle the underlying causes of math anxiety.

Factors Contributing To Mathematical Anxiety

Mathematical anxiety is a significant issue for students, adversely impacting their

performance and attitudes toward math, According to Ashcraft and Ridley (2017), They
describe it as a complex mix of emotional, cognitive, and behaviour factors that hinder
engagement with mathematical tasks. Negative past experiences with math can create a
cycle of anxiety, influenced by social contexts such as peer and teacher attitudes, which
affects students' self-efficacy and willingness to participate in math activities.

However, Maloney (2015), They explores the cognitive aspects of math anxiety,
revealing that stress can impair working memory during problem-solving. Students with high
math anxiety often experience intrusive thoughts that drain cognitive resources, leading to
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poor performance and reinforcing their anxiety, which hampers skill improvement. They
suggest that cognitive restructuring interventions could help alleviate these effects.

Additionally, Hembree (2016), conducted a meta-analysis identifying factors

contributing to math anxiety, noting that demographics like gender and socioeconomic
status play a significant role. He found that females tend to report higher math anxiety,
likely due to societal stereotypes. Also they emphasizes the importance of instructional
methods and classroom environments in either worsening or alleviating math anxiety,
advocating for positive teaching strategies and growth mindsets to reduce anxiety and
enhance achievement in mathematics.

Reference

Andersson, G., et al. (2014). "Internet-based therapy for anxiety disorders: A

systematic review." Cognitive Behaviour Therapy.

Ashcraft, M. H., & Ridley, K. S. (2017). Mathematical Anxiety: A Cognitive

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Ashcraft, M. H., & Ridley, K. S. (2018). Mathematics anxiety and its influence on
mathematics performance: A review of the literature. Journal of Educational
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Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2015). Female
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Hembree, R. (2016). The Nature, Effects, and Reliefs of Mathematics Anxiety.

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Hofmann, S. G., et al. (2015). "The Efficacy of Cognitive Behavioral Therapy: A

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Huang, Y. M., & Liaw, S. S. (2018). Exploring the relationships between self-efficacy,
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Kessler, R. C., et al. (2014). "The epidemiology of major depressive disorder:

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Ma, X., & Xu, J. (2019). Gender differences in mathematics anxiety: A meta-analysis.
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McAuley, E., & Rudolph, D. L. (2015). Physical activity, self-efficacy, and health
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