EFFECTIVENESS OF TRANSACTIONAL ANALYSIS TRAINING IN IMPROVING MATHEMATICS ACHIEVEMENT, REDUCING MATH ANXIETY, AND CHANGING ASSOCIATED NEGATIVE ATTITUDES AND ATTRIBUTIONS FOR FAILURE (LEARNED HELPLESSNESS, DEVELOPMENTAL MATH).

摘要

Math anxiety is the feeling of tension or anxiety when doing or anticipating math. It can lead to math-avoidance, thereby denying career options since the majority of college majors require some advanced math.;For this study, university students taking entry-level algebra were tested for math anxiety. Those scoring below the mean, (higher anxiety), and volunteering, were assigned to non-treatment control or ten week T.A. Training. Subjects were pre and posttested with modified Fennema-Sherman Mathematics Attitudes Scales and the Attributional Style Questionnaire. Achievement was measured by pre and post-study tests given by the professor. A one-way Analysis of Covariance was then performed.;The Training Group showed improvement on the "Usefulness of Math" scale at p = .05, and the "Composite" scale of all math attitudes at the p = .06 level. Other data were non-significant, although a positive trend was noted on several Attitude and Attributional Scales. Overall, the program helped change attitudes toward math and increased one's likelihood of finding math useful.;Math anxiety can be related to cognitions about causes of failure. Many children and adults have a "learned-helplessness" toward math. They tend to attribute failure to internal deficiencies, see it as likely to recur in future math-related situations, and view it as unchangeable. To protect their self-esteem, they may encapsulate math within a belief system, called in Transactional Analysis, (T.A.), the "math script." One example of this is: "I don't have a mathematical mind.".