This work was supported by the Research Programme for Public Education Development of the Hungarian Academy of Sciences

Csíkos, Csaba

Svraka, Bernadett

Szitányi, Judit

English

Repositorio Institucional de la Universidad de Alicante

 4 - 300  2022. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 300). PME. THE EPIDEMIOLOGY OF MATHEMATICAL PERFORMANCE, ANXIETY, AND PSYCHOSOMATIC SYMPTOMS Bernadett Svraka1, Csaba Csíkos2, and Judit Szitányi1 1ELTE Eötvös Loránd University, 2University of Szeged Learning math is a challenge for many students, but not all math performance weaknesses stem from difficulties in cognitive sub-skills (Szűcs & Mammarella, 2020).  Many children's school performance is affected by performance anxiety, which can range from mild to intense stress, but does not always result in low performance (Devine et al., 2018). Somatic syndromes may occur during anxiety. These physiological symptoms are closely associated with emotional manifestations, they are the consequences of each other (Major & Ádám, 2013).  The aim of our research was to investigate the connections between mathematical anxiety, performance, and psychosomatic symptoms. We conducted surveys in four schools in Budapest, Hungary, and four schools in rural areas. We used the Mathematical Ability Test and the Mathematical Anxiety Test among 999 upper secondary students, followed by the PHQ (Physical Helath Questionnaire) in the second round. There is a significant (r=-.928 - -.789; p< .001) negative correlation between mathematical performance and anxiety for all factors and sub-factors. Psychosomatic symptoms occurred in 30% of students, showing a strong correlation with performance. Among those performing below average there is a stronger presence of psychosomatic syndromes. The results suggest that there is a clear significant relationship between mathematical anxiety, performance and the appearance of psychosomatic symptoms among the upper-class students studied. Besides the unique application of measures and methods from different fields of sciences, the educational conclusions are to be taken account in everyday pedagogical practice. Acknowledgment This work was supported by the Research Programme for Public Education Development of the Hungarian Academy of Sciences. References Szűcs, D., & Mammarella, I. C. (2020). Educational Practice Series 31. Math Anxiety. International Academy of Education. Devine, A., Hill, F., Carey, E., & Szűcs, D. (2018). Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety. Journal of Educational Psychology, 110(3), 431-444.  Major, J., & Adám, S. (2020). Self–reported specific learning disorders and risk factors among Hungarian adolescents with functional abdominal pain disorders: A cross sectional study. BMC Pediatrics, 20, 1-8. 

The epidemiology of mathematical performance, anxiety, and psychosomatic symptoms

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The epidemiology of mathematical performance, anxiety, and psychosomatic symptoms

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