Multilevel predictors of middle school mathematics anxiety: Roles of students, teachers, and parents

Year 2026, Volume: 15 Issue: 1, 65 - 85, 31.01.2026

Yeşim Özer Özkan , Zekai Demirdelen , Meltem Acar Güvendir

https://doi.org/10.19128/turje.1660559

Abstract

This study investigates how student and teacher characteristics predict students’ mathematics anxiety using a predictive correlational design and multilevel analysis through Hierarchical Linear Modeling (HLM). The sample consisted of 413 middle school students, their mathematics teachers (n=12) and the parents of these students (n = 413). Mathematics anxiety was measured using validated anxiety scales administered to students, their mathematics teachers, and parents. The results of the HLM analysis indicated that 94% of the variance in mathematics anxiety was at the student level. At the student level, higher parental mathematics anxiety, fewer social opportunities, and lower self-efficacy were significant predictors of higher student mathematics anxiety. At the teacher level, higher teacher mathematics anxiety, male gender and marital status were associated with increased student mathematics anxiety. These findings highlight the multi-layered nature of mathematics anxiety and emphasize the need for interventions addressing both student and teacher influences.

Keywords

Hierarchical linear modeling , Middle school students , Parental mathematics anxiety , Teacher mathematics anxiety

Ethical Statement

Ethical approval was obtained from the Ethics Committee of Gaziantep University, dated 05/07/2022, approval number E-87841438-604.01.01-211153. All procedures involving human participants were conducted in accordance with the ethical standards of the institutional research committee.

Supporting Institution

Gaziantep University Scientific Research Projects (BAP) Unit (Grant No. EF.YLT.22.07)

Ortaokul öğrencilerinde matematik kaygısının çok düzeyli yordayıcıları: Öğrenci, öğretmen ve ebeveyn rolleri

Abstract

Bu çalışmada, öğrenci ve öğretmen özelliklerinin öğrencilerin matematik kaygısını nasıl etkilediğini belirlemek amaçlanmıştır. Araştırmada ilişkisel desen kullanılmış ve çok düzeyli analiz için hiyerarşik doğrusal modelleme (HLM) yöntemi uygulanmıştır. Çalışma örneklemi, 12 matematik öğretmeni ve 413 ortaokul öğrencisi ve bu öğrencilerin ebeveynlerinden (413) oluşmaktadır. Matematik kaygısı, öğrencilere, matematik öğretmenlerine ve ebeveynlere uygulanan geçerli kaygı ölçekleri aracılığıyla ölçülmüştür. HLM analizi sonuçları, matematik kaygısındaki toplam varyansın %94'ünün öğrenci düzeyinde olduğunu göstermiştir. Öğrenci düzeyinde, yüksek ebeveyn matematik kaygısı, daha az sosyal fırsat ve düşük matematik öz-yeterliği, öğrencilerin daha yüksek matematik kaygısı yaşamasıyla anlamlı şekilde ilişkilendirilmiştir. Öğretmen düzeyinde ise yüksek öğretmen matematik kaygısı, erkek cinsiyet ve bekar olma durumu, öğrencilerin matematik kaygısını artıran faktörler olarak belirlenmiştir. Bu bulgular, matematik kaygısının çok katmanlı doğasını vurgulamakta ve öğrenci ile öğretmen etkilerini dikkate alan müdahalelerin gerekliliğini ortaya koymaktadır.

Keywords

Ebeveyn matematik kaygısı , Hiyerarşik lineer model , Ortaokul öğrencileri , Öğretmen matematik kaygısı

Ethical Statement

Ethical approval was obtained from the Ethics Committee of Gaziantep University, dated 05/07/2022, approval number E-87841438-604.01.01-211153. All procedures involving human participants were conducted in accordance with the ethical standards of the institutional research committee.

Supporting Institution

Gaziantep University Scientific Research Projects (BAP) Unit (Grant No. EF.YLT.22.07)

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