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Barriers to Mathematics Achievement in Brunei Secondary School Students: Insights into the Roles of Mathematics Anxiety, Self-Esteem, Proactive Coping, and Test Stress
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Abstract:
The cross-sectional field survey examined the roles of mathematics anxiety, self-esteem, proactive coping, and
test stress in mathematics achievement among 204 (151 females) randomly selected Year 8-10 Brunei secondary
school students. The negative dimensions of mathematics anxiety, self-esteem, and proactive coping correlated
negatively with mathematics achievement and were both poor predictors of and barriers to mathematics
achievement. Both test stress components (intrusive and avoidance) also related negatively with mathematics
grades and were poor predictors of mathematics achievement. In addition, females scored significantly higher on
negative self-esteem and intrusive stress variables than males. Furthermore, mathematically less able students
scored significantly higher on the negative mathematics anxiety and negative self-esteem domains than more
able peers. Moreover, positive proactive coping was a good predictor of mathematics achievement. Overall, the
findings have practical significance indicating psychological areas where attention, counselling efforts and
educational interventions need to be directed to help the at-risk and vulnerable students.
Description:
Date:
2019
Authors:
Malai Hayati Sheikh Hamid
Masitah Shahrill
Rohani Matzin
Salwa Mahalle
Lawrence Mundia
Publisher:
Sultan Hassanal Bolkiah Institute of Education (SHBIE)
