The relationships among mathematics anxiety, beliefs about mathematics, mathematics self-efficacy, and mathematics performance in associate degree nursing students.

摘要

The purpose of this study was to examine the relationships among third semester Associate Degree nursing students' mathematics anxiety, beliefs about mathematics, mathematics self-efficacy, and their performance on a medication mathematics test. Additionally, this study examined if there was a relationship among the demographic characteristics of the respondents and their reported mathematics anxiety, beliefs about mathematics, and mathematics self-efficacy for basic and complex tasks. The survey instrument consisted of items to measure mathematics anxiety, beliefs about mathematics, and mathematics self-efficacy, demographic questions, and open-ended questions. The survey was developed by the researcher and given to 108 third semester nursing students.; The study identified nursing students' mathematics anxiety, beliefs about mathematics, and mathematics self-efficacy in relation to performance on a medication mathematics test, age, ethnicity, and Mathematics SAT scores. The significant findings of the study indicated that these students reported some mathematics anxiety and positive beliefs about mathematics and mathematics self-efficacy. Small negative relationships were noted between mathematics anxiety and for both beliefs about mathematics and mathematics self-efficacy for complex tasks. High scores in beliefs about mathematics were positively associated with mathematics self-efficacy for basic tasks. No relationships were found between mathematics anxiety, beliefs about mathematics, mathematics self-efficacy for basic tasks, mathematics self efficacy for complex tasks, performance in a medication mathematics test, and ethnicity. There was a small negative relationship between the actual score on the medication mathematics test and age. Higher mathematics anxiety scores were negatively associated with Mathematics SAT scores.; The survey requested the participants to respond to open-ended questions about mathematics anxiety, beliefs about mathematics, mathematics self-efficacy, and their experience of taking a medication mathematics test. Responses to these questions revealed that students worried about the medication mathematics test and the consequences of failure. They indicated that practice and work in the Mathematics Center helped to reduce anxiety. The students also acknowledged the importance of correct medication calculations for patient safety.