Evaluating the effectiveness of cognitive-behavioral therapy on math self-concept and math anxiety of elementary school students

This study investigated the effectiveness of cognitive-behavioral therapy (CBT) on math anxiety and math self-concept in elementary school students using an experimental design. For this study, we selected 30 students with high mathematics anxiety and low mathematics self-concept from a larger sampl...

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Bibliographic Details
Published inPreventing school failure Vol. 65; no. 3; pp. 223 - 229
Main Authors Asanjarani, Faramarz, Zarebahramabadi, Mahdi
Format Journal Article
LanguageEnglish
Published Washington Routledge 01.01.2021
Taylor & Francis Inc
Subjects
Behavior Modification
CBT
Cognitive Restructuring
cognitive-behavioral therapy
Elementary School Mathematics
Elementary School Students
Foreign Countries
Intervention
Mathematics Anxiety
Mathematics Instruction
mathematics self-concept
Program Effectiveness
Self Concept
students
Iran
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Summary:This study investigated the effectiveness of cognitive-behavioral therapy (CBT) on math anxiety and math self-concept in elementary school students using an experimental design. For this study, we selected 30 students with high mathematics anxiety and low mathematics self-concept from a larger sample of 142 elementary school students in Arak City, Iran. We randomly assigned participants to either the control or treatment group. The treatment group took part in a 12-session program based on a cognitive-behavioral approach. Math Anxiety Rating Scale (MARS) and PALMA math self-concept were used to measure math anxiety and mathematics self-concept. The finding shows that participants in the treatment group reported statistically lower mathematics anxiety and higher mathematics self-concept after participating in group sessions based on CBT intervention.
ISSN:1045-988X
1940-4387
DOI:10.1080/1045988X.2021.1888685