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Relationship between Mathematical Thinking, Mathematics Anxiety and Mathematics Attitudes among University Students

机译：大学生数学思维，数学焦虑与数学态度的关系

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This study investigates the relationships between mathematics anxiety, attitudes toward mathematics and mathematical thinking among university students. A 60-item questionnaire included mathematical thinking rating scale, mathematics anxiety rating scale and mathematics attitudes rating scale completed by 203 university students from the Faculty of Science, Engineering, Food Science, and Human Ecology in one of the public university in Malaysia. The correlation analysis was used to establish relationship between mathematical thinking, mathematics attitude, and mathematics anxiety and independent t-test was used to investigate differences between the two gender groups and two race groups on their mathematics anxiety, attitudes toward mathematics and mathematical thinking. The results indicated that a significant high positive correlation exists between mathematical thinking and mathematics attitude (r=.856, p<0.05). Also there was negative moderate correlation between mathematical thinking and mathematics anxiety (r=.-576, p<0.05). There was also negative correlation between mathematics anxiety and mathematics attitude (r=.509, p<0.05). In conclusion, these findings indicated that level of mathematics anxiety is related to mathematical thinking and mathematics attitude. On the other hand, students’ backgrounds in terms of their majors have no effect on the three constructs.
机译：本研究调查了大学生数学焦虑，对数学态度和数学思维之间的关系。共有60项问卷，包括数学思维评估量表，数学焦虑评估量表和数学态度评估量表，由来自马来西亚一所公立大学的科学，工程，食品科学和人类生态学院的203名大学生完成。相关分析用于建立数学思维，数学态度与数学焦虑之间的关系，独立t检验用于调查两个性别群体和两个种族群体在数学焦虑，对数学态度和数学思维方面的差异。结果表明，数学思维与数学态度之间存在显着的高度正相关（r = .856，p <0.05）。在数学思维与数学焦虑之间也存在负的中等相关性（r = .- 576，p <0.05）。数学焦虑与数学态度之间也呈负相关（r = .509，p <0.05）。总之，这些发现表明数学焦虑的程度与数学思维和数学态度有关。另一方面，学生的专业背景对这三种结构没有影响。

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