The effectiveness of problem solving training on reduction of math anxiety amongst the students with field-dependent cognitive style in academic year 1391-1392

Subject Areas : Research in Curriculum Planning

saeed veisi kahreh ¹ , sadaf imani ² , rasool kordnoghabi ³ , moselem VeisiPour ⁴ , hadi Tahmasian ⁵ , abas RabieMsbahe ⁶

1 - 1، 2، 5، 6 کارشناس ارشد روان‌شناسی تربیتی، دانشگاه بوعلی سینا همدان، همدان، ایران
2 - 1، 2، 5، 6 کارشناس ارشد روان‌شناسی تربیتی، دانشگاه بوعلی سینا همدان، همدان، ایران
3 - 1دانشیار گروه روان‌شناسی دانشگاه بوعلی سینا همدان، همدان، ایران
4 - 4 کارشناس ارشد روان‌شناسی بالینی، واحد ایلام، دانشگاه آزاد اسلامی، ایلام، ایران
5 - 1، 2، 5، 6 کارشناس ارشد روان‌شناسی تربیتی، دانشگاه بوعلی سینا همدان، همدان، ایران
6 - 1، 2، 5، 6 کارشناس ارشد روان‌شناسی تربیتی، دانشگاه بوعلی سینا همدان، همدان، ایران

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2015-09-23

Keywords: math Anxiety, problem-solving, field-dependent cognitive styleeld-dependent cognitive style,

Abstract :

The purpose of this study was to identify the effectiveness of problem solving training on reduction of math anxiety among the students with field-dependent cognitive style in Hamadan city. The used method was of quasi experimental type. In this research pre-test and post-test with control group were used. 148 male students, in control group, completed the math anxiety test. Then the students with math anxiety completed the group embedded figures test so as to be identifies as those with field-dependent cognitive style. Then, 40 students with field-dependent cognitive style were randomly divided into the experimental and the control groups. The experimental group received training in problem-solving method and the control group did not have any intervention. The results indicated that the problem solving training reduced the math anxiety among the male students with field-dependent cognitive style. Thus, using problem-solving techniques and skills can reduce math anxiety of male students with Fi

References:

Abbasi, M. Samadzadeh, M. Shahbazzadegan, B. (2013). Study of mathematics anxiety in high school students and it's relationship with self-esteem and teachers' personality characteristics. ndWorld Conference on Educational Technology Researches WCETR2012. Procedia - Social and Behavioral Sciences 83 ( 2013 ) 672 – 677. Adibnia, A. Mohajer, Y. Sheikh Pour, S.(2013). Comparsion the effect of problem sloving and discovery teaching methods on the social problem sloving dkills of female students. Research Curriclum Planing, Vol10. No 9(continus 36). PP 63-78. [ Persian]. Ahmadi, S. Ahmadi, M.(2011). The relationship between Mathematics Anxity and learning styles of students. Research Curriclum Planing, Vol8. No 4(continus 31). PP 90-102. [Persian]. Alamolhodaei, H. (2008). Principles of mathematical education. Mashhad: Publication of farda. [ Persian]. Alamolhodaei, H. (2009). A Working Memory Model Applied to Mathematical Word Problem Solving. Asia Pacific Education Review, 10(1), 183-192. Alsup, J. (2005). A comparsion of constructism and traditional instruction in mathematics. Educational Reasearch Quarretly, 28 (4), 3-17. Aminifar, A. Alamolhodaei, H. Abdollahi, H.(2012). Role math anxiety and learning styles of students on verbal problem solving in calculus course. Quarterly educational innovation. Number 42. Eleventh year.PP 106-120[ Persian]. Andri, L. (2006). Problem Sloving Teaching Word. The collage William & mary. Anwar Khan, Hukamdad, A. Akhter, M. Riasat A. (2010). Effect of Using Problem Sloving Method in Teaching Mathematics on the Achievement of Mathematics Students University of Science & Techonology Bannu, NWFP) Pakistan. Baloglu, M. & Koçak, R. (2006). A multivariate envestigation of the differences in Mathematics anxiety. Personality & Individual Differences, 40, 7, 1325-1335. Bell, C. & D’Zurilla, T. (2009). Problem-solving therapy for depression: A meta-analysis. Clinical Psychology Review, 29(4), 348-353. Belzer, D. D’Zurilla, J. & Maydeu-Olivares, A. (2002). Social problem solving and trait anxiety as predictors of worry in a college student population. Personality_ and Individual Differences, 33 (4), 573-585. Cassidy, T. & Long, C. (1996). Problem-solving style, stress, and psychological illness: Development of a multi factorial measure. British Journal of Clinical Psychology, 35, 265-277. D’Zurilla, T. Sheedy, C. F. (1992). The relation between social problem solving ability and subsequentدlevel of academic competence in college students. Cognitive Therapy and Research, 16(5), 589-599. Erden, M. & Akgul, S. (2010). Predictive Power of mathematics Anxiety and Perceived Social Support from Teacher for Primary Students’ Mathematics Achievement. Journal of Theory and Practice in Education, 6, 1, 3-16. Galla, B. Wood, J. (2012). Emotional self-efficacy moderates anxiety-related impairments in math Performance in elementary school-age youth. Personality and Individual Differences, 52, 118–122. Glicksohn, J. & Golan, H. (2001). Personality, cognitive style and assortative mating. Personality and Individual Differences, 30, 1199–1209. Glicksohn, J. & Naftuliev, Y. (2005). In search of an electrophysiological index for psychoticism. Personality and Individual Differences, 39, 1083–1092. Had fild, O. D. & McNeil, K. (1994). The relationship between Myers- Briggs personality type and mathematics teachers. Journal of instructional Psychology, 21 (4), 375-384. Hadfield, O. & Maddux, C. (1988). Cognitive Styles and Mathematics Anxiety among High School Students. Psychology in the Schools, 25(1), 75-83. Hoffman, B. (2010). I think I can, but I'm afraid to try: The role of self-efficacy beliefs and mathematics anxiety in mathematics_problem-solving efficiency. Learning and Individual Differences, 20 (3), 276-283. Honeyman, M. S. & Miller, G. (1998). The effect of teaching approaches on achievement as satisfaction of field dependent and field independent learners in animal science. Journal of animal science, 76,1710-1715. Jin, H. (2010). Cognitive styles affect choice response time and accuracy. Personality and Individual Differences, 48 (2010) 747–751. Kant, G. & D'Zurilla, T. (1997). Social problem- solving as a mediator of stress-related depression and anxiety in middle-aged and elderly community residents. Cognitive Therapy and Research, 21, 73-96. Karimi, A. & Venkatesan, S. (2009). Mathematics Anxiety, Mathematics Performance and Academic Hardiness in High School Students. International Journal of Education Sciences, 1(1), 33-37. KordNoghabi, R. Sief. A. Eillaee Zand, SH. (2008). Relationship between cognitive styles The field-dependent and field-independent Studends and Pedagogical styles used by their parents. MS Thesis, University of Tehran, Allameh Tabatabai. [ Persian]. Leung, P. & Cohen, R. (2004). Acquisition, development and propagation of math anxiety in elementary school. Paper presented at the annual meeting of psychology of mathematics and Education of north America, Toronto, CA(Education Reasearch Complete NO, 18017637 Li-fang, Z. (2004). Field-dependence/independence: cognitive style or perceptual ability?––validating against thinking styles and academic achievement. Personality and Individual Differences. 37, 1295–1311. Malouff, J. M. Thorsteinssona, B. E. & Schuttea, S. N. (2007). The efficacy of problem solving therapy in reducing mental and physical health problems: A meta-analysis. Clinical Psychology Review, 27 (1), 46-57. Mc Coy, L.(1992). Correlates of mathematics anxiety, facous on Learning problems in mathematics, 14 (2), 51-57. Mohamed, S. Tarmizi, R.(2010). Anxiety in Mathematics Learning Among Secondary School Learners: A Comparative Study between Tanzania and Malaysia. International Conference on Mathematics Education Research 2010 (ICMER 2010), Procedia Social and Behavioral Sciences, 8, 498–504. Posamentier, A. & Stepelman, J. (1990). Teaching Secondary School Mathematics (3rd ed.). New York: Merrill. Sloan, T. Daane, C. Giesen, J. (2002). mathematics anxiety and Learning styels: Wath is Relationship in Elementary Prespective Teachers? School Science and mathematics. 102(2), 84- 87. Townsend, M. & Wilton, K. (2003). Evaluating change in attitude towards mathematics using the then- now procedure in a cooperative learning programme. British. Veisi. S.k. Imani, S. javadi, J. M. Moradhaseli, M. Surinejad. M.(2013). The relationship between math anxiety and academic performance of students in the first year of secondary Harsin Kermanshah city. Second National Conference on Psychology. Mahabad Payame Noor Center, 2013. [ Persian]. Vinson, B. (2001). A Comparison of Pre-service Teachers’ Mathematics Anxiety Before and After a Methods Class Emphasizing Manipulatives. Early Childhood Education Journal, 29, 2, 89-94. Vitasari, P. Herawan, T. Nubli, M. Wahab, A. Othman, A. & Sinnadurai, S. (2010). Exploring Mathematics Anxiety among Engineering students. Procedia Social and Behavioral Sciences, 8, 482–489. Witkin, H. A. Oltman, P. K. Raskin, E. & Karp, S. (1971). Manual for embedded figures test, children’s embedded figures test, and group embedded figures test. Palo Alto, CA: Consulting Psychologists Press. Zhang, L. (2006). Thinking Styles: University students, preferred teaching styles and their conceptions of effective teachers. Thinking Styles creativity, 1 (2), 1-95.

_||_