The Future of Education

Edition 12

Accepted Abstracts

Comparative investigation of personality traits, mathematics anxiety and mathematics achievement in human sciences and technical sciences students

Alireza Homayouni, Department of Psychology, Bandargaz Branch, Islamic Azad University, Bandargaz, Iran (Iran, Islamic Republic of)

Zahra Adabi Firouzjaii, Department of Mathematics Education, Babol Education, Iran (Iran, Islamic Republic of)

Fahimeh Vahid, Department of Psychology, Bandargaz Branch, Islamic Azad University, Bandargaz, Iran (Iran, Islamic Republic of)

Mahsa Salari Jazi, Department of Psychology, Bandargaz Branch, Islamic Azad University, Bandargaz, Iran (Iran, Islamic Republic of)

Abstract

Aim: The aim of this study was to examine personality traits, mathematics anxiety and mathematics achievement in human and technical sciences students. Method: 196 university students were randomly selected and responded to two tests: The NEOPI-R inventory (short from, 60 items) that assesses five basic personality traits: Neuroticism (N), Extroversion (E), openness to new experience (O), agreeableness (A), Conscientiousness (C); and Plake & Parker’s mathematic anxiety rating scale _ revised (PPMARSR). In mathematics achievement, total credits of general mathematics credits were used. Results: Findings showed that there are significant differences between two groups. Technical sciences students got more scores in extroversion, openness to new experience, agreeableness, conscientiousness, and also assessment mathematics anxiety and mathematics achievement than human sciences students. But human sciences students got more scores in neuroticism and learning math anxiety than technical sciences students. Also male students got more scores in personality traits, mathematics anxiety and mathematics achievement than female students. Conclusion: The findings showed that personality traits, mathematics anxiety and mathematics achievement are important factors in differentiating between in human and technical sciences students. They can be associated with effective learning in classroom environment and community that influence on individual’s perceptions of about mathematics.

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