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Thesis (M.A.)--Wheaton College Graduate School, 2004. Action Research Paper (M.A.)--Wheaton College Graduate School, 2004. / Abstract. Includes bibliographical references (leaves 64-70).

Test anxiety can act as a major inhibitor for students to perform to their ability. Students can find that what life decisions they are going to be afforded is going to be determined by a series of multiple choice mathematics questions. There must be a way to deal with their test anxiety so that the true nature of their knowledge is displayed, and in the process promote learning. Meditative breathing, stretching, and physical activity have been shown to reduce stress. Furthermore, physical activity has also shown an effect on behavioral and cognitive states. This study investigates if these activities can be used in the classroom to promote learning and achievement within a mathematics course. In order to find students who share a minimum level of physical fitness and operate under some of the most stressful conditions possible, the participants were chosen from mathematics courses taught to sailors while on deployment. Two same class ships were chosen to be a part of the study. Each ship had courses split into exercise groups and a control group. Students were given a pre-test followed by eight weeks of instruction and then a post-test, interview data was collected after the course. During the instruction, weekly reviews were set so control groups were rewarded with points for correct answers and exercise groups were tasked with physical activity for incorrect answers. Study A found that post test scores were not significantly different between the exercise and control group. However, the exercise group did attend more tutoring events than their counterparts. Interview data did indicate students in the exercise group felt a greater sense of engagement, fun, and camaraderie. Based upon variations in mathematic exposure between the two groups another study was planned to find participant groups that were closer reflections of each other. Study B was conducted with a more reflective representation of student math background. The results found that the exercise group scored higher in post-test and tutoring events than the control group. Interview data also showed consistent results with Study A, where the exercise group reported a greater sense of engagement, fun and camaraderie.

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains ix, 106 p. : ill. Includes abstract. Includes bibliographical references (p. 76-82).

Math anxiety is a greatly understudied construct in children. In adult and adolescent samples, research shows that a number of factors are related to math anxiety including negative self-perceptions and outcomes. It is unknown if these same factors are related to math anxiety in children. This study was conducted to identify factors related to math anxiety in second grade children. Using Bandura's (1989) theory of triadic reciprocity as a theoretical model, children (n=91) and their parents (n=81) completed a series of self-report measures on math anxiety, math self-concept, reading self-concept, math self-efficacy, and aspects of the home math environment. Results indicated that the strongest predictor of math anxiety in second grade children was their level of math self-concept. The addition of environmental factors did not significantly increase the amount variance explained in math anxiety. Furthermore, despite research with adults that shows strong gender differences in math anxiety, no gender differences in math anxiety were found in second grade children. The discussion focuses on possible explanations for these findings as well as directions for future research. / Department of Educational Psychology

Bibliography: leaves 355-375. / 375 leaves : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / To establish that an increase in the level of anxiety causes a decrease in the level of achievement or whether a lack of achievement causes an increase in anxiety. / Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 1998?

Thesis (Ph. D.)--University of Wyoming, 2006. / Title from PDF title page (viewed on April 15, 2008). Includes bibliographical references (p. 94-111).

Thesis (M.A.)--Wheaton College Graduate School, 2004. Action Research Paper (M.A.)--Wheaton College Graduate School, 2004. / Abstract. Includes bibliographical references (leaves 64-70).

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 131-136).

Thesis (Ph. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 10, 2006. Dissertation Committee: Jeffrey B. Hecht, Paul Baker (co-chairs), Patricia H. Klass, Graham Jones. Includes bibliographical references (leaves 148-154) and abstract. Also available in print.