Causes and consequences of mathematics anxiety. A structural equation mode

Abstract

Math anxiety is the source of undesirable school situations such as forced-choice educational pathways, leaving school early or low performance in mathematics. In the present work are compared, using a structural equation model, possible causes and consequences of anxiety from the data obtained with four scales of high reliability and validity attitudes. The results show, among other things, the importance of mathematics attitudes as determinants of anxiety and low anxiety relationship of this metacognitive strategies. We analyze finally the educational implications that these results might have on the teaching and learning of mathematics.