Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains ix, 157 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 125-136).

Dissertations (Ed. D.)--Rowan University, 2010. / Typescript. "UMI Number: 3398516"--T.p. verso. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 169-177).

Thesis (Ph. D.) -- University of Tennessee, Knoxville, 2006. / Title from title page screen (viewed on Feb. 2, 2007). Thesis advisor: Vena M. Long. Vita. Includes bibliographical references.

Thesis (Ed.D.)--Baylor University, 2007. / Includes bibliographical references (p. 162-170).

The purpose of this study is to investigate gender differences in mathematics anxiety and its relationship to test anxiety, trait anxiety, high school mathematics participation, and mathematics attitudinal factors in community college students. It takes place at a small rural community college in California, in which the majority population is Hispanic. The study relies primarily on quantitative methods, but includes a small qualitative component in the form of focus group interviews to confirm and enhance the findings. There were several main findings in the sample studied. Women scored significantly higher in mathematics anxiety than males among all age groups, ethnicities, and mathematics levels. Furthermore, the size of the gender gap in mathematics anxiety was not affected by age, ethnicity, or mathematics level. Significant relationships were found between mathematics anxiety and test anxiety, worry, emotionality, trait anxiety, self-confidence in mathematics, effectance motivation in mathematics, perceived usefulness of mathematics, and number of years of high school mathematics. Moreover, these relationships appeared to be approximately the same across samples of females and males, regardless of age, ethnicity, or mathematics level. Among the significant predictors of mathematics anxiety of particular importance were a lack of self-confidence in mathematics, a high presence of test anxiety—specifically emotionality—and a low presence of effectance motivation in mathematics. Follow-up focus group interviews suggested additional factors that could be related to mathematics anxiety, among which were an unpleasant experience with mathematics at the elementary or junior high school level, the requirement of having to follow precise steps in obtaining an exact answer, and the perception that the terminology of the mathematical language was confusing.

Thesis (D.A.)--Illinois State University, 1989. / Title from title page screen, viewed October 14, 2005. Dissertation Committee: Michael J. Plantholt (chair), John A. Dossey, Patricia H. Klass, James T. Parr, Lawrence E. Spence. Includes bibliographical references (leaves 87-89) and abstract. Also available in print.

This study investigated the effects of contract grading on motivation and mathematics achievement of underprepared college students. The study also examined the relationship between motivation and mathematics achievement. The expectancy theory of motivation containing the five components anticipated effort, valence of first level, valence of second level, expectancy, and instrumentality provided the theoretical basis for this research. This investigation provided answers to the following questions: Is there a difference in mathematics achievement of students using contract grading as compared to students not using contract grading? Is there a difference in the motivation of students using contract grading and students not using contract grading? Is there a relationship between motivation and mathematics achievement? There were seventy-four students enrolled in the basic skills arithmetic course involved in this study. These students were in attendance at a small, historically black college. The study took place during the fall semester, 1984. Analysis of covariance techniques were used with pretest scores as covariates for posttest achievement and motivation means. Pearson correlation was computed for determining a relationship between motivation and mathematics achievement. Contract grading had a significant effect (p≤.02) on mathematics achievement scores in this study. There was a significant difference between groups on the components of valence of second level (p≤.01) and instrumentality (p≤.03) in favor of contract grading students. There were no significant differences between groups on the components of anticipated effort (p≤-42), valence of first level (p≤.07), and expectancy (p≤.76). Pearson correlation computations found no significant relationship between motivation and mathematics achievement for the contract grading group. Expectancy was significantly correlated with achievement for the noncontract grading group, while the other components were not significant. / Ed. D.