Book Description
The study aims to explore the level of suburban 5th grade students' mathematics self-efficacy, math anxiety, and academic achievement, to discover the possible interconnections between these parameters. The measures used to evaluate each included the Math Anxiety Rating Scale, the Self-Efficacy Questionnaire, and the North Carolina End of Grade Assessment for the 2015-2016 school year. The 5th grade students (N=38) were divided into two clusters: 1) students with positive mathematical self: higher mathematics self-efficacy and self-concept and lower anxiety (n=7) and 2) students with negative mathematical self: lower mathematics self-efficacy and self-concept and higher anxiety (n=5).