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anxiety</title> <meta name="description" content="Search results for: mathematics anxiety"> <meta name="keywords" content="mathematics anxiety"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="mathematics anxiety"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1448</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: mathematics anxiety</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1448</span> Mathematics Anxiety and Attitude among Nigerian University Library and Information Science Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fredrick%20Olatunji%20Ajegbomogun">Fredrick Olatunji Ajegbomogun</a>, <a href="https://publications.waset.org/abstracts/search?q=Clement%20Ola%20Adekoya"> Clement Ola Adekoya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematics has, for ages, been an essential subject in the education curriculum across the globe. The word mathematics scares the majority of undergraduate students and even more library and information science (LIS) students who have not seen the pertinence of the subject to their academic pursuits. This study investigated mathematics anxiety and attitudes among LIS undergraduate students in Nigerian universities. The study adopted a descriptive survey research design. Multi-stage and convenient sampling techniques were used for the study. Data were collected using a questionnaire and analyzed using descriptive statistical tools. It was found that mathematics is important in LIS education. The students displayed a high level of anxiety toward mathematics. The students have a negative attitude toward mathematics. However, the hypotheses tested revealed that while the LIS female undergraduate students displayed low levels of anxiety and a positive attitude toward mathematics, the level of anxiety of the male undergraduate students was high, and their attitude toward mathematics was negative. It was recommended that LIS undergraduate students develop a positive attitude towards mathematics and appreciate that the paradigm shift in the practice of librarianship is towards mathematics as a way of developing technological tools (hardware and software) to facilitate the effective delivery of library services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=library%20and%20information%20science" title=" library and information science"> library and information science</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20anxiety" title=" mathematics anxiety"> mathematics anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigerian%20universities" title=" Nigerian universities"> Nigerian universities</a> </p> <a href="https://publications.waset.org/abstracts/150160/mathematics-anxiety-and-attitude-among-nigerian-university-library-and-information-science-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150160.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1447</span> Mathematics Anxiety among Male and Female Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wern%20Lin%20Yeo">Wern Lin Yeo</a>, <a href="https://publications.waset.org/abstracts/search?q=Choo%20Kim%20Tan"> Choo Kim Tan</a>, <a href="https://publications.waset.org/abstracts/search?q=Sook%20Ling%20Lew"> Sook Ling Lew</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematics anxiety refers to the feeling of anxious when one having difficulties in solving mathematical problem. Mathematics anxiety is the most common type of anxiety among other types of anxiety which occurs among the students. However, level of anxiety among males and females are different. There were few past study were conducted to determine the relationship of anxiety and gender but there were still did not have an exact results. Hence, the purpose of this study is to determine the relationship of anxiety level between male and female undergraduates at a private university in Malaysia. Convenient sampling method used in this study in which the students were selected based on the grouping assigned by the faculty. There were 214 undergraduates who registered the probability courses had participated in this study. Mathematics Anxiety Rating Scale (MARS) was the instrument used in study which used to determine students’ anxiety level towards probability. Reliability and validity of instrument was done before the major study was conducted. In the major study, students were given briefing about the study conducted. Participation of this study were voluntary. Students were given consent form to determine whether they agree to participate in the study. Duration of two weeks were given for students to complete the given online questionnaire. The data collected will be analyzed using Statistical Package for the Social Sciences (SPSS) to determine the level of anxiety. There were three anxiety level, i.e., low, average and high. Students’ anxiety level were determined based on their scores obtained compared with the mean and standard deviation. If the scores obtained were below mean and standard deviation, the anxiety level was low. If the scores were at below and above the mean and between one standard deviation, the anxiety level was average. If the scores were above the mean and greater than one standard deviation, the anxiety level was high. Results showed that both of the gender were having average anxiety level. Males having high frequency of three anxiety level which were low, average and high anxiety level as compared to females. Hence, the mean values obtained for males (M = 3.62) was higher than females (M = 3.42). In order to be significant of anxiety level among the gender, the p-value should be less than .05. The p-value obtained in this study was .117. However, this value was greater than .05. Thus, there was no significant difference of anxiety level among the gender. In other words, there was no relationship of anxiety level with the gender. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety%20level" title="anxiety level">anxiety level</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20anxiety" title=" mathematics anxiety"> mathematics anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=probability%20and%20statistics" title=" probability and statistics"> probability and statistics</a> </p> <a href="https://publications.waset.org/abstracts/32781/mathematics-anxiety-among-male-and-female-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32781.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1446</span> Mathematics Anxiety among Secondary Level Students in Nepal: Classroom Environment Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Krishna%20Chandra%20Paudel">Krishna Chandra Paudel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the association between the perceived classroom environment and mathematics learning and test anxiety among secondary level students in Nepal. Categorizing the students in three dominant variables- gender, ethnicity and previous schooling, and selecting sample students with respect to higher mathematics anxiety from five heterogeneous classes, the research explores disparities in student's mathematics cognition and reveals nexus between classroom environment and mathematics learning and test anxiety. This research incorporates social learning theory and social development theory as interpretive tool for analyzing themes through qualitative data. Focussing on the interviews with highly mathematics learning anxious students, the study sheds light on how mathematics anxiety among the targeted students is interlinked with multiple factors. The research basically exposes the students’ lack of mathematical passion, their association with other students and participation in classroom learning, asymmetrical content and their lack of preparedness for the tests as caustic factors behind such anxieties. The study further reveals that students’ lack of foundational knowledge and complexity of mathematical content have jointly contributed to mathematics anxiety. Admitting learning as a reciprocal experience, the study points out that the students’ gender, ethnicity and disparities in previous schooling in the context of Nepal has very insignificant impact on students’ mathematics anxiety. It finally recommends that the students who get trapped into the vicious cycle of mathematics anxiety require positive and supportive classroom environment along with inspiring comments/compliments and symmetrical course contents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=asymmetry" title=" asymmetry"> asymmetry</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=habitus" title=" habitus"> habitus</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=preparedness" title=" preparedness"> preparedness</a> </p> <a href="https://publications.waset.org/abstracts/95298/mathematics-anxiety-among-secondary-level-students-in-nepal-classroom-environment-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95298.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1445</span> Mathematical Anxiety and Misconceptions in Algebra of Grade Vii Students in General Emilio Aguinaldo National High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nessa-Amie%20T.%20Pe%C3%B1aflor">Nessa-Amie T. Peñaflor</a>, <a href="https://publications.waset.org/abstracts/search?q=Antonio%20Cinto"> Antonio Cinto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This is a descriptive research on the level of math anxiety and mathematics misconceptions in algebra. This research is composed of four parts: (1) analysis of the level of anxiety of the respondents; (2) analysis of the common mathematical misconceptions in algebra; (3) relationship of socio-demographic profile in math anxiety and mathematical misconceptions and (4) analysis of the relationship of math anxiety and misconceptions in algebra. Through the demographic profile questionnaire it was found out that most of the respondents were female. Majority had ages that ranged from 13-15. Most of them had parents who finished secondary education. The biggest portion of Grade Seven students where from families with annual family income ranging from PhP 100, 000 to PhP 299, 999. Most of them came from public school. Mathematics Anxiety Scale for Secondary and Senior Secondary School Students (MAS) and set of 10 open-ended algebraic expressions and polynomials were also administered to determine the anxiety level and the common misconceptions in algebra. Data analysis revealed that respondents had high anxiety in mathematics. Likewise, the common mathematical misconceptions of the Grade Seven students were: combining unlike terms; multiplying the base and exponents; regarding the variable x as 0; squaring the first and second terms only in product of two binomials; wrong meaning attached to brackets; writing the terms next to each other but not simplifying in using the FOIL Method; writing the literal coefficient even if the numerical coefficient is 0; and dividing the denominator by the numerator when the numerical coefficient in the numerator is smaller than the numerical coefficient of the denominator. Results of the study show that the socio-demographic characteristics were not related to mathematics anxiety and misconceptions. Furthermore, students from higher section had high anxiety than those students on the lower section. Thus, belonging to higher or lower section may affect the mathematical misconceptions of the respondents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algebra" title="algebra">algebra</a>, <a href="https://publications.waset.org/abstracts/search?q=grade%207%20math" title=" grade 7 math"> grade 7 math</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20anxiety" title=" math anxiety"> math anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20misconceptions" title=" math misconceptions"> math misconceptions</a> </p> <a href="https://publications.waset.org/abstracts/37566/mathematical-anxiety-and-misconceptions-in-algebra-of-grade-vii-students-in-general-emilio-aguinaldo-national-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37566.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1444</span> Cognitive and Environmental Factors Affecting Graduate Student Perception of Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juanita%20Morris">Juanita Morris</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study will examine the mediating relationships between the theories of intelligence, mathematics anxiety, gender stereotype threat, meta-cognition and math performance through the use of eye tracking technology, affecting student perception and problem-solving abilities. The participants will consist of (N=80) female graduate students. Test administered were the Abbreviated Math Anxiety Scale, Tobii Eye Tracking software, gender stereotype threat through Google images, and they will be asked to describe their problem-solving approach allowed to measure metacognition. Participants will be administered mathematics problems while having gender stereotype threat shown to them through online images while being directed to look at the eye tracking software Tobii. We will explore this by asking ‘Is mathematics anxiety associated with the theories of intelligence and gender stereotype threat and how does metacognition and math performance place a role in mediating those perspectives?’. It is hypothesized that math-anxious students are more likely affected by the gender stereotype threat and that may play a role in their performance? Furthermore, we also want to explore whether math anxious students are more likely to be an entity theorist than incremental theorist and whether those who are math anxious will be more likely to be fixated on variables associated with coefficients? Path analysis and independent samples t-test will be used to generate results for this study. We hope to conclude that both the theories of intelligence and metacognition mediate the relationship between mathematics anxiety and gender stereotype threat. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=math%20anxiety" title="math anxiety">math anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20domains%20fo%20learning" title=" affective domains fo learning"> affective domains fo learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20underlinings" title=" cognitive underlinings"> cognitive underlinings</a> </p> <a href="https://publications.waset.org/abstracts/90022/cognitive-and-environmental-factors-affecting-graduate-student-perception-of-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90022.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">269</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1443</span> A Quantitative Survey Research on the Development and Assessment of Attitude toward Mathematics Instrument</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soofia%20Malik">Soofia Malik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to develop an instrument to measure undergraduate students’ attitudes toward mathematics (MAT) and to assess the data collected from the instrument for validity and reliability. The instrument is developed using five subscales: anxiety, enjoyment, self-confidence, value, and technology. The technology dimension is added as the fifth subscale of attitude toward mathematics because of the recent trend of incorporating online homework in mathematics courses as well as due to heavy reliance of higher education on using online learning management systems, such as Blackboard and Moodle. The sample consists of 163 (M = 82, F = 81) undergraduates enrolled in College Algebra course in the summer 2017 semester at a university in the USA. The data is analyzed to answer the research question: if and how do undergraduate students’ attitudes toward mathematics load using Principal Components Analysis (PCA)? As a result of PCA, three subscales emerged namely: anxiety/self-confidence scale, enjoyment, and value scale. After deleting the last five items or the last two subscales from the initial MAT scale, the Cronbach’s alpha was recalculated using the scores from 20 items and was found to be α = .95. It is important to note that the reliability of the initial MAT form was α = .93. This means that employing the final MAT survey form would yield consistent results in repeated uses. The final MAT form is, therefore, more reliable as compared to the initial MAT form. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20algebra" title="college algebra">college algebra</a>, <a href="https://publications.waset.org/abstracts/search?q=Cronbach%27s%20alpha%20reliability%20coefficient" title=" Cronbach's alpha reliability coefficient"> Cronbach's alpha reliability coefficient</a>, <a href="https://publications.waset.org/abstracts/search?q=Principal%20Components%20Analysis" title=" Principal Components Analysis"> Principal Components Analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=PCA" title=" PCA"> PCA</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20in%20mathematics" title=" technology in mathematics"> technology in mathematics</a> </p> <a href="https://publications.waset.org/abstracts/93511/a-quantitative-survey-research-on-the-development-and-assessment-of-attitude-toward-mathematics-instrument" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93511.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1442</span> In Search of the Chosen One: The Effectiveness of Video Games to Reduce the Intensity of Anxiety - State in College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gerardo%20Hern%C3%A1ndez%20Sierra">Gerardo Hernández Sierra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today, we are exposed to different anxiogenic stimuli, some of those stimuli (such as traffic, noise, etc.) generates anxiety in people, being the anxiety a factor that can develop different disorders in people. Therefore, and to improve the quality of life of people it is necessary to find new and helpful tools according to the times we’re living to decrease their anxiety state. Moreover, video games are consolidated globally as a way of interactive entertainment characterized by being available to many people, being fun and easy to play. Even so, people reports that they like playing videogames because they decrease their stress (an anxiety detonator). This research will seek the effectiveness of some videogame genres to reduce the intensity of state anxiety in students. Using State Trait Anxiety Inventory (STAI) to do a monitoring of the levels of anxiety pre and post displayed the videogames. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=state%20trait%20anxiety%20inventory%20%28STAI%29" title=" state trait anxiety inventory (STAI)"> state trait anxiety inventory (STAI)</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a>, <a href="https://publications.waset.org/abstracts/search?q=videogames" title=" videogames"> videogames</a> </p> <a href="https://publications.waset.org/abstracts/43032/in-search-of-the-chosen-one-the-effectiveness-of-video-games-to-reduce-the-intensity-of-anxiety-state-in-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43032.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">493</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1441</span> Understanding the Nature of Student Conceptions of Mathematics: A Study of Mathematics Students in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Priscilla%20Eng%20Lian%20Murphy">Priscilla Eng Lian Murphy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the nature of student conceptions of mathematics in higher education using quantitative research methods. This study validates the Short Form of Conception of Mathematics survey as well as reveals the epistemological nature of student conceptions of mathematics. Using a random sample of mathematics students in Australia and New Zealand (N=274), this paper highlighted three key findings, of relevance to lecturers in higher education. Firstly, descriptive data shows that mathematics students in Australia and New Zealand reported that mathematics is about numbers and components, models and life. Secondly, models conceptions of mathematics predicted strong examination performances using regression analyses; and thirdly, there is a positive correlation between high mathematics examination scores and cohesive conceptions of mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20mathematics" title=" learning mathematics"> learning mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20performances" title=" mathematics performances"> mathematics performances</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20conceptions%20of%20mathematics" title=" student conceptions of mathematics"> student conceptions of mathematics</a> </p> <a href="https://publications.waset.org/abstracts/95031/understanding-the-nature-of-student-conceptions-of-mathematics-a-study-of-mathematics-students-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95031.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1440</span> The Role of Gender in Influencing Public Speaking Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fadil%20Elmenfi">Fadil Elmenfi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Gaibani"> Ahmed Gaibani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the role of gender in influencing public speaking anxiety. Questionnaire survey was administered to the samples of the study. Technique of correlation and descriptive analysis will be further applied to the data collected to determine the relationship between gender and public speaking anxiety. This study could serve as a guide to identify the effects of gender differences on public speaking anxiety and provide necessary advice on how to design a way of coping with or overcoming public speaking anxiety. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=across%20culture" title="across culture">across culture</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20competence" title=" English language competence"> English language competence</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20students" title=" postgraduate students"> postgraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20anxiety" title=" speaking anxiety"> speaking anxiety</a> </p> <a href="https://publications.waset.org/abstracts/11626/the-role-of-gender-in-influencing-public-speaking-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">561</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1439</span> Investigating Mathematics Teachers' Knowledge of the Effective Teaching Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zafer%20F.%20Alshehri">Zafer F. Alshehri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigated mathematics teachers' knowledge of the effective teaching strategies at the Southern Region of Saudi Arabia. Specifically, it aimed to identify a list of the effective strategies of teaching mathematics; the extent of mathematics teachers' knowledge of these strategies; and the differences (if any) of mathematics teachers' knowledge of these strategies regarding scientific degree, teaching experience, and educational sage. To achieve that, the researcher used the descriptive approach for preparing a list of effective mathematics teaching strategies and developing a questionnaire of a sample of (240) mathematics teachers. As a result, there were differences in teachers' knowledge of the effective teaching strategies, which ranked as a low, and the highest knowledge was in favor of higher degrees. In addition, there were a few recommendations and suggestions for developing mathematics teachers' knowledge of effective teaching strategies, such as involving in workshops of mathematics teaching strategies, integrating technology into mathematics teaching, and using research findings in the instruction process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teaching%20knowledge" title="mathematics teaching knowledge">mathematics teaching knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teachers" title=" mathematics teachers"> mathematics teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20mathematics%20teaching%20strategies" title=" effective mathematics teaching strategies"> effective mathematics teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/22233/investigating-mathematics-teachers-knowledge-of-the-effective-teaching-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22233.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">511</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1438</span> The Influence of Teachers Anxiety-Reducing Strategies on Learners Foreign Language Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fakieh%20Alrabai">Fakieh Alrabai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the effects on learner anxiety of anxiety-reducing strategies utilized by English as foreign language teachers in Saudi Arabia. The study was conducted in two stages. In the first stage, sources of foreign language anxiety for Saudi learners of English (N = 596) were identified using The Foreign Language Classroom Anxiety Scale (FLCAS). In the second stage, 465 learners who were divided almost equally into two groups (experimental vs. control) and 12 teachers were recruited. Anxiety-reducing strategies were implemented exclusively in the treatment group for approximately eight weeks. FLCAS was used to assess learners’ FL anxiety levels before and after treatment. Statistical analyses (e.g. ANOVA and ANCOVA) were used to evaluate the study findings. These findings revealed that the intervention led to significantly decreased levels of FL anxiety for learners in the experimental group compared with increased levels of anxiety for those in the control group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20apprehension" title="communication apprehension">communication apprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20teaching%2Flearning" title=" EFL teaching/learning"> EFL teaching/learning</a>, <a href="https://publications.waset.org/abstracts/search?q=fear%20of%20negative%20evaluation" title=" fear of negative evaluation"> fear of negative evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20anxiety" title=" foreign language anxiety"> foreign language anxiety</a> </p> <a href="https://publications.waset.org/abstracts/2257/the-influence-of-teachers-anxiety-reducing-strategies-on-learners-foreign-language-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2257.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1437</span> Probiotics in Anxiety and Depression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pilar%20Giffenig">Pilar Giffenig</a>, <a href="https://publications.waset.org/abstracts/search?q=Avanna%20Kotlarz"> Avanna Kotlarz</a>, <a href="https://publications.waset.org/abstracts/search?q=Taylor%20Dehring"> Taylor Dehring</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Anxiety and depression are common mental illnesses in the U.S today. While there are various treatments for these mental health disorders, many of the medications come with a large variety of side effects that decrease medication compliance. Recent studies have looked at the impact of probiotics on anxiety and depression. Our goal was to determine whether probiotics could help relieve symptoms of anxiety and or depression. We conducted a literature search of three databases focusing on systematic reviews and RTC and found 25 articles, 8 of which were used for our analysis. Seven out of the eight articles showed that probiotics have the potential to significantly reduce symptoms of anxiety and depression. However, larger study sample sizes, type of probiotic, and correct dosage are required in future research to determine the role of probiotics in the treatment of anxiety and depression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=probiotics" title="probiotics">probiotics</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=treatment" title=" treatment"> treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=nutrition" title=" nutrition"> nutrition</a> </p> <a href="https://publications.waset.org/abstracts/144551/probiotics-in-anxiety-and-depression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144551.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">270</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1436</span> Prevalence and Correlates of Anxiety and Depression among Family Carers of Cancer</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Godfrey%20Katende">Godfrey Katende</a>, <a href="https://publications.waset.org/abstracts/search?q=Lillian%20Nakimera"> Lillian Nakimera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The process of caregiving may cause emotional distress in form of anxiety and depression among family carers of cancer patients. Little is known about the prevalence anxiety and depression among family carers of cancer patients in Uganda. This cross-sectional study aimed to determine the prevalence of anxiety and depression among family carers of cancer patients and related factors associated with abnormal levels of anxiety and depression. A total of 119 family carers from Uganda Cancer Institute (UCI) were assessed by the Hospital Anxiety and Depression Scale (HADS) standardized questionnaire. The prevalence of anxiety and depression among family carers was high (45% and 26 % respectively); (2) abnormal levels of anxiety (ALA) and depression (ALD) was significantly associated with being a relative carer. Incorporating evidence based psychological therapies targeting family carers into usual care of cancer patients is imperative. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=cancer" title=" cancer"> cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=carer" title=" carer"> carer</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-sectional%20design" title=" cross-sectional design"> cross-sectional design</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=Uganda" title=" Uganda"> Uganda</a> </p> <a href="https://publications.waset.org/abstracts/43833/prevalence-and-correlates-of-anxiety-and-depression-among-family-carers-of-cancer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43833.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">385</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1435</span> Levels of Anxiety during the 1st Stage of Labour, Respectively Cervical Effacement </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shpresa%20Agani">Shpresa Agani</a>, <a href="https://publications.waset.org/abstracts/search?q=Nysret%20%20Agani"> Nysret Agani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies have found that women, during the 1st stage of labour, respectively cervical effacement, experience anxiety. This study aims to measure the degree of anxiety during cervical effacement, using Hopkins Symptom Checklist-25 (HSCL-25) for measuring anxiety symptoms (HSCL-25). A randomized prospective study with 300 women during the 1st stage of labour was conducted where cervical effacement percentage in parallel with the symptoms of anxiety was examined. Anxiety degree levels were examined by HSCL-25. Results showed that 81% were primiparous, while 19% were multiparous. All participants experienced anxiety symptoms, and the degree of anxiety depended on the stage of the birth process. Groups-based modeling according to HSCL- 2 identified three distinct groups of anxiety symptoms: group 1 (low degree, 32 cases or 11%), group 2 (mild degree, 186 cases or 62%), and group 3 (high degree, 82 cases or 27%). Depending on the percentage of cervical effacement, the anxiety degree increased. In a cervical effacement of 0-60-%, 125 cases or 41.6% had symptoms of anxiety, while in a cervical effacement of 60-100%, 174 cases or 58.4% had symptoms of anxiety (Chi-Square X2 (4,N=300)=10.755, p=0.02). This study showed a correlation between cervical effacement and the degree of anxiety. Further, it was found that the majority of participants experienced symptoms of anxiety during the cervical effacement process. The degree of anxiety increased in direct proportion to the degree of the cervical effacement process. The higher the percentage of cervical effacement, the higher the degree of anxiety. A continuing assessment of the psychological well-being of women throughout the birth process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=cervical%20effacement" title=" cervical effacement"> cervical effacement</a>, <a href="https://publications.waset.org/abstracts/search?q=pregnancy" title=" pregnancy"> pregnancy</a>, <a href="https://publications.waset.org/abstracts/search?q=HSCL-25" title=" HSCL-25"> HSCL-25</a> </p> <a href="https://publications.waset.org/abstracts/138189/levels-of-anxiety-during-the-1st-stage-of-labour-respectively-cervical-effacement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138189.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">204</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1434</span> The Influence of Interest, Beliefs, and Identity with Mathematics on Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asma%20Alzahrani">Asma Alzahrani</a>, <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Stojanovski"> Elizabeth Stojanovski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated factors that influence mathematics achievement based on a sample of ninth-grade students (N  =  21,444) from the High School Longitudinal Study of 2009 (HSLS09). Key aspects studied included efficacy in mathematics, interest and enjoyment of mathematics, identity with mathematics and future utility beliefs and how these influence mathematics achievement. The predictability of mathematics achievement based on these factors was assessed using correlation coefficients and multiple linear regression. Spearman rank correlations and multiple regression analyses indicated positive and statistically significant relationships between the explanatory variables: mathematics efficacy, identity with mathematics, interest in and future utility beliefs with the response variable, achievement in mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mathematics%20achievement" title="Mathematics achievement">Mathematics achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20efficacy" title=" math efficacy"> math efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20interest" title=" mathematics interest"> mathematics interest</a>, <a href="https://publications.waset.org/abstracts/search?q=factors%20influence" title=" factors influence"> factors influence</a> </p> <a href="https://publications.waset.org/abstracts/117253/the-influence-of-interest-beliefs-and-identity-with-mathematics-on-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117253.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1433</span> Anxiety and Depression in Caregivers of Autistic Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mou%20Juliet%20Rebeiro">Mou Juliet Rebeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20M.%20Abul%20Kalam%20Azad"> S. M. Abul Kalam Azad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was carried out to see the anxiety and depression in caregivers of autistic children. The objectives of the research were to assess depression and anxiety among caregivers of autistic children and to find out the experience of caregivers. For this purpose, the research was conducted on a sample of 39 caregivers of autistic children. Participants were taken from a special school. To collect data for this study each of the caregivers were administered questionnaire comprising scales to measure anxiety and depression and some responses of the participants were taken through interview based on a topic guide. Obtained quantitative data were analyzed by using statistical analysis and qualitative data were analyzed according to themes. Mean of the anxiety score (55.85) and depression score (108.33) is above the cutoff point. Results showed that anxiety and depression is clinically present in caregivers of autistic children. Most of the caregivers experienced behavior, emotional, cognitive and social problems of their child that is linked with anxiety and depression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=caregiver" title=" caregiver"> caregiver</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a> </p> <a href="https://publications.waset.org/abstracts/59275/anxiety-and-depression-in-caregivers-of-autistic-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59275.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">303</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1432</span> Classifications of Neuroscientific-Radiological Findings on “Practicing” in Mathematics Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felicitas%20Pielsticker">Felicitas Pielsticker</a>, <a href="https://publications.waset.org/abstracts/search?q=Christoph%20Pielsticker"> Christoph Pielsticker</a>, <a href="https://publications.waset.org/abstracts/search?q=Ingo%20Witzke"> Ingo Witzke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many people know ‘Mathematics needs practice!’ statement or similar ones from their mathematics lessons. It seems important to practice when learning mathematics. At the same time, it also seems important to practice how to learn mathematics. This paper places neuroscientific-radiological findings on “practicing” while learning mathematics in a context of mathematics education. To accomplish this, we use a literature-based discussion of our case study on practice. We want to describe neuroscientific-radiological findings in the context of mathematics education and point out stimulating connections between both perspectives. From a connective perspective we expect incentives that lead discussions in future research in the field of mathematics education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=functional%20magnetic%20resonance%20imaging" title="functional magnetic resonance imaging">functional magnetic resonance imaging</a>, <a href="https://publications.waset.org/abstracts/search?q=fMRI" title=" fMRI"> fMRI</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20learning" title=" mathematics learning"> mathematics learning</a>, <a href="https://publications.waset.org/abstracts/search?q=practicing" title=" practicing"> practicing</a> </p> <a href="https://publications.waset.org/abstracts/132925/classifications-of-neuroscientific-radiological-findings-on-practicing-in-mathematics-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132925.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">340</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1431</span> A Quantitative Study Identifying the Prevalence of Anxiety in Dyslexic Students in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Abbott-Jones">Amanda Abbott-Jones</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adult students with dyslexia in higher education can receive support for their cognitive needs but may also experience negative emotion such as anxiety due to their dyslexia in connection with their studies. This paper aims to test the hypothesis that adult dyslexic learners have a higher prevalence of academic and social anxiety than their non-dyslexic peers. A quantitative approach was used to measure differences in academic and social anxiety between 102 students with a formal diagnosis of dyslexia compared to 72 students with no history of learning difficulties. Academic and social anxiety was measured in a questionnaire based on the State-Trait Anxiety Inventory. Findings showed that dyslexic students showed statistically significant higher levels of academic, but not social anxiety in comparison to the non-dyslexic sample. Dyslexic students in higher education show academic anxiety levels that are well above what is shown by students without dyslexia. The implications of this for the dyslexia practitioner is that delivery of strategies to deal with anxiety should be seen equally as important, if not more so, than interventions to deal with cognitive difficulties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Academic" title="Academic">Academic</a>, <a href="https://publications.waset.org/abstracts/search?q=Anxiety" title=" Anxiety"> Anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=Dyslexia" title=" Dyslexia"> Dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=Quantitative" title=" Quantitative"> Quantitative</a> </p> <a href="https://publications.waset.org/abstracts/123097/a-quantitative-study-identifying-the-prevalence-of-anxiety-in-dyslexic-students-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123097.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1430</span> An Initiative for Improving Pre-Service Teachers’ Pedagogical Content Knowledge in Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Taik%20Kim">Taik Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematics anxiety has an important consequence for teacher practices that influence students’ attitudes and achievement. Elementary prospective teachers have the highest levels of mathematics anxiety in comparison with other college majors. In his teaching practice, the researcher developed a highly successful teaching model to reduce pre-service teachers’ higher math anxiety and simultaneously to improve their pedagogical math content knowledge. There were eighty one participants from 2015 to 2018 who took the Mathematics for Elementary Teachers I and II. As the analysis data indicated, elementary prospective teachers’ math anxiety was greatly reduced with improving their math pedagogical knowledge. U.S encounters a critical shortage of well qualified educators. To solve the issue, it is essential to engage students in a long-term commitmentto shape better teachers, who will, in turn, produce k-12 school students that are better-prepared for college students. It is imperative that new instructional strategies are implemented to improve student learning and address declining interest, poor preparedness, a lack of diverse representation, and low persistence of students in mathematics. Many four year college students take math courses from the math department in the College of Arts& Science and then take methodology courses from the College of Education. Before taking pedagogy, many students struggle in learning mathematics and lose their confidence. Since the content course focus on college level math, instead of pre service teachers’ teaching area, per se elementary math, they do not have a chance to improve their teaching skills on topics which eventually they teach. The research, a joint appointment of math and math education, has been involved in teaching content and pedagogy. As the result indicated, participants were able to math content at the same time how to teach. In conclusion, the new initiative to use several teaching strategies was able not only to increase elementary prospective teachers’ mathematical skills and knowledge but also to improve their attitude toward mathematics. We need an innovative teaching strategy which implements evidence-based tactics in redesigning a education and math to improve pre service teachers’math skills and which can improve students’ attitude toward math and students’ logical and reasoning skills. Implementation of these best practices in the local school district is particularly important because K-8 teachers are not generally familiar with lab-based instruction. At the same time, local school teachers will learn a new way how to teach math. This study can be a vital teacher education model expanding throughout the State and nationwide. In summary, this study yields invaluable information how to improve teacher education in the elementary level and, eventually, how to enhance K-8 students’ math achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20education%20and%20improvement%20method" title="quality of education and improvement method">quality of education and improvement method</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20teaching%20and%20learning%20methodologies" title=" innovative teaching and learning methodologies"> innovative teaching and learning methodologies</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20education" title=" math education"> math education</a> </p> <a href="https://publications.waset.org/abstracts/157639/an-initiative-for-improving-pre-service-teachers-pedagogical-content-knowledge-in-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157639.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1429</span> Effectiveness of Laughter Yoga in Reducing Anxiety among Pre-Operative Patients for Scheduled Major Surgery</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Denise%20Allison%20D.%20Garcia">Denise Allison D. Garcia</a>, <a href="https://publications.waset.org/abstracts/search?q=Camille%20C.%20Garcia"> Camille C. Garcia</a>, <a href="https://publications.waset.org/abstracts/search?q=Keanu%20Raphael%20Garrido"> Keanu Raphael Garrido</a>, <a href="https://publications.waset.org/abstracts/search?q=Crestita%20B.%20Tan"> Crestita B. Tan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Anxiety is a common problem among pre-operative patients. Several methods or interventions are being applied in order to relieve anxiety. Laughter yoga, however, is a method that has been used to relieve anxiety but has not yet been tested to pre-operative patients. Therefore, this study determined the effectiveness of laughter yoga in reducing anxiety among pre-operative middle-aged patients scheduled for major surgery. Methods: After Ethics Review Board approval, a quasi-experimental study was conducted among 40 purposely-selected pre-operative patients in two tertiary hospitals. Anxiety level was measured prior to administration of laughter yoga using the State-Trait Anxiety Inventory with a Cronbach alpha of 0.83. After Laughter yoga, anxiety level was then measured again. Gathered data were analyzed in SPSS version 20 using paired and independent t-test and ANCOVA. Results: After analysis of the data gathered, the results showed that there was a significant decrease in the anxiety level of patients in the experimental group. From an anxiety level of 44.00, the rating went down to 36.85. Meanwhile in the control group, the anxiety level at the pretest at 41.25 went up to 42.50. Laughter yoga was an effective non-pharmacologic intervention for reducing anxiety of pre-operative patients. Conclusion: It is therefore concluded that laughter yoga causes a significant decrease in the anxiety level of patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=laughter%20yoga" title=" laughter yoga"> laughter yoga</a>, <a href="https://publications.waset.org/abstracts/search?q=non-pharmacologic" title=" non-pharmacologic"> non-pharmacologic</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-operative" title=" pre-operative"> pre-operative</a> </p> <a href="https://publications.waset.org/abstracts/45851/effectiveness-of-laughter-yoga-in-reducing-anxiety-among-pre-operative-patients-for-scheduled-major-surgery" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45851.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">442</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1428</span> Effectiveness of Raga Desi Todi on Depression, Anxiety and Stress Among Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sushila%20Pareek">Sushila Pareek</a>, <a href="https://publications.waset.org/abstracts/search?q=Divya%20Shekhawat"> Divya Shekhawat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Music has been shown as a therapeutic agent in depression, anxiety, and stress. A pilot study was carried out to see the therapeutic effects of Indian classical instrumental Raga Todi on depression, anxiety, and stress. 50 individuals diagnosed with depression, anxiety, and stress with DSM-V were taken for the study. Subjects were randomly divided into two groups: the experimental group and the control group. The experimental group received the instrumental raga Todi whereas the other control group didn't receive any intervention. DASS-21 was used on the baseline and after the intervention to measure depression, anxiety, and stress. The result indicates that anxiety, stress, and depression level was reduced after listening to the raga desi Todi. It was concluded that raga desi Todi is an effective intervention for reducing depression, anxiety, and stress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=raga" title="raga">raga</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=DASS-21" title=" DASS-21"> DASS-21</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a> </p> <a href="https://publications.waset.org/abstracts/153927/effectiveness-of-raga-desi-todi-on-depression-anxiety-and-stress-among-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153927.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1427</span> Application of Mathematics in Real-Life Situation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abubakar%20Attahiru">Abubakar Attahiru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematics plays an important role in the real situation. The development of the study of mathematics is a result of the needs of man to survive and interact with one another in society. Mathematics is the universal language that is applied in almost every aspect of life. Mathematics gives us a way to understand patterns, define relationships, and predict the future. The changes in the content and methods of studying mathematics follow the trends in societal needs and developments. Also, the developments in mathematics affect the developments in society. Generally, education helps to develop society while the activities and needs of the society dictate e educational policy of any society. Among all the academic subjects studied at school, mathematics has distinctly contributed more to the objectives of general education of man than any other subject. This is a result of the applications of mathematics to all spheres of human endeavors’. This paper looks at the meaning of the basic concepts of mathematics, science, and technology, the application of mathematics in a real-life situation, and their relationships with society. The paper also shows how mathematics, science, and technology affect the existence and development of society and how society determines the nature of mathematics studied in society through its educational system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=application" title="application">application</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=real%20life" title=" real life"> real life</a>, <a href="https://publications.waset.org/abstracts/search?q=situation" title=" situation"> situation</a> </p> <a href="https://publications.waset.org/abstracts/158601/application-of-mathematics-in-real-life-situation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158601.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">155</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1426</span> Use of Technology to Improve Students’ Attitude in Learning Mathematics of Non- Mathematics Undergraduate Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asia%20Majeed">Asia Majeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The learning of mathematics in science, engineering and social science programs can be enhanced through practical problem-solving techniques. The instructors can design their lessons with some strategies to improve students’ educational needs and accomplishments in mathematics classrooms. The use of technology in class problem solving and application sessions can enhance deep understanding of mathematics among students. As mathematician, we believe in subject specific and content-driven teaching methods. Through technology the relationship between the physical problems and the mathematical models can be analyzed. This paper is about selective use of technology in mathematics classrooms and helpful to others mathematics instructors who wishes to improve their traditional teaching techniques to improve students’ attitude in learning mathematics. These techniques corpus can be used in teaching large mathematics classes in science, technology, engineering, and social science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude%20in%20learning%20mathematics" title="attitude in learning mathematics">attitude in learning mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=non-mathematics%20undergraduate%20students" title=" non-mathematics undergraduate students"> non-mathematics undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/128879/use-of-technology-to-improve-students-attitude-in-learning-mathematics-of-non-mathematics-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128879.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1425</span> Social Media Use’s Influence on Self-Perception</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bob%20Wang">Bob Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the impact of social media usage on Chinese adolescents’ appearance anxiety. A total of 366 respondents were surveyed online about their self-perception regarding appearance and their social media usage. Each individual participant was asked about the type and frequency of social media usage as well as their opinion on statements regarding appearance anxiety. Participants were also asked to give short answers about their coping mechanism with appearance anxiety. Social media usage had a complex relationship with appearance anxiety, as most individuals acknowledged the appearance-related pressure generated by social media but also showed resilience towards appearance anxiety. Results suggest a wide impact of appearance anxiety on Chinese adolescents and highlight the person-specific resilience mechanisms adopted by those youths. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=appearance%20anxiety" title="appearance anxiety">appearance anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=self-perception" title=" self-perception"> self-perception</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=coping%20mechanisms" title=" coping mechanisms"> coping mechanisms</a> </p> <a href="https://publications.waset.org/abstracts/184397/social-media-uses-influence-on-self-perception" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184397.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1424</span> A Neuropsychological Investigation of the Relationship between Anxiety Levels and Loss of Inhibitory Cognitive Control in Ageing and Dementia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasreen%20Basoudan">Nasreen Basoudan</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Tales"> Andrea Tales</a>, <a href="https://publications.waset.org/abstracts/search?q=Frederic%20Boy"> Frederic Boy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Non-clinical anxiety may be comprised of state anxiety - temporarily experienced anxiety related to a specific situation, and trait anxiety - a longer lasting response or a general disposition to anxiety. While temporary and occasional anxiety whether as a mood state or personality dimension is normal, nonclinical anxiety may influence many more components of information processing than previously recognized. In ageing and dementia-related research, disease characterization now involves attempts to understand a much wider range of brain function such as loss of inhibitory control, as against the more common focus on memory and cognition. However, in many studies, the tendency has been to include individuals with clinical anxiety disorders while excluding persons with lower levels of state or trait anxiety. Loss of inhibitory cognitive control can lead to behaviors such as aggression, reduced sensitivity to others, sociopathic thoughts and actions. Anxiety has also been linked to inhibitory control, with research suggesting that people with anxiety are less capable of inhibiting their emotions than the average person. This study investigates the relationship between anxiety and loss of inhibitory control in younger and older adults, using a variety of questionnaires and computers-based tests. Based on the premise that irrespective of classification, anxiety is associated with a wide range of physical, affective, and cognitive responses, this study explores evidence indicative of the potential influence anxiety per se on loss of inhibitory control, in order to contribute to discussion and appropriate consideration of anxiety-related factors in methodological practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=ageing" title=" ageing"> ageing</a>, <a href="https://publications.waset.org/abstracts/search?q=dementia" title=" dementia"> dementia</a>, <a href="https://publications.waset.org/abstracts/search?q=inhibitory%20control" title=" inhibitory control"> inhibitory control</a> </p> <a href="https://publications.waset.org/abstracts/71031/a-neuropsychological-investigation-of-the-relationship-between-anxiety-levels-and-loss-of-inhibitory-cognitive-control-in-ageing-and-dementia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71031.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">240</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1423</span> Saudi Arabian Science and Mathematics Teachers’ Attitudes toward Integrating STEM in Teaching before and after Participating in a Professional Development Workshop</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulwali%20H.%20Aldahmash">Abdulwali H. Aldahmash</a>, <a href="https://publications.waset.org/abstracts/search?q=Naem%20M.%20Alamri"> Naem M. Alamri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to analyze Saudi Arabian science and mathematics teachers’ attitudes toward integrating STEM in teaching before and after they participated in a professional development workshop focused on STEM integration in a specific middle school science and mathematics unit. The participants were 48 Saudi Arabian science and mathematics teachers who participated in a three-day workshop held in Riyadh, Saudi Arabia. The research method was a pretest-posttest group design. The primary data source was the instrument for teachers' attitudes toward teaching integrated STEM. The results indicate that Saudi Arabian science and mathematics teachers’ perceptions of difficulties decreased due to their participation in the professional development workshop on integrated STEM. Meanwhile, the teachers' self-efficacy improved following their participation in the STEM professional development (PD) workshop. However, no perceived effect was found for the teachers' perceptions of the relevance of or their anxiety about or enjoyment of integrated STEM teaching due to their participation in the three-day PD workshop. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM%20integration" title="STEM integration">STEM integration</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude%20toward%20STEM" title=" attitude toward STEM"> attitude toward STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20workshop" title=" STEM workshop"> STEM workshop</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/100006/saudi-arabian-science-and-mathematics-teachers-attitudes-toward-integrating-stem-in-teaching-before-and-after-participating-in-a-professional-development-workshop" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100006.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">210</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1422</span> Factors of Scientific Rise and Fall of the Islamic Empire</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Seyed%20Agha%20Banihashemi">Saeed Seyed Agha Banihashemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The history of mathematics as one of the trends in the field of mathematics has special importance and in most of the important universities of the world, this trend in the field of mathematics is taught and researched. In teaching the history of mathematics and mathematics books, special attention is paid to the scientific works of the four Greek-Indian-Islamic and European civilizations, although the history of mathematics in China and East Asia is a special category due to its ancient civilization. In this article, while examining mathematics in the Islamic empire, the factors of the scientific rise and fall of the Islamic empire, which can include mathematics, have been studied. In this article, according to my own research and other sources mentioned s, It is believed the factors of scientific rise and fall in the Islamic Empire. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history%20of%20mathematics" title="history of mathematics">history of mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=alkandi" title=" alkandi"> alkandi</a>, <a href="https://publications.waset.org/abstracts/search?q=cryptology" title=" cryptology"> cryptology</a>, <a href="https://publications.waset.org/abstracts/search?q=manuscripts" title=" manuscripts"> manuscripts</a> </p> <a href="https://publications.waset.org/abstracts/164955/factors-of-scientific-rise-and-fall-of-the-islamic-empire" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164955.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1421</span> Athletes with High Mental Toughness Levels Experiencing Less Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Analuie">H. Analuie</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Faruque"> M. Faruque</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Saha"> S. Saha</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Hashim"> H. Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Muzaimi"> M. Muzaimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Though mental toughness has long been explored in sport psychology, much of our understanding on the topic remains largely unexplored. The concept is used widely, but empirical evidence is required to fully understand the construct and its related variables. This research investigated the correlation between mental toughness and trait anxiety to determine whether mentally tough athletes generally experience more or less anxiety. A sample of 57 men (M age = 25.4 years, s=4.66) and 45 women (M age = 23.5 years, s=5.73) participated in a variety of sports were recruited, where mental toughness was measured using MTQ48. Levels of trait anxiety were assessed using the State-Trait Anxiety Inventory (STAI). Series of Pearson correlations between trait anxiety, overall mental toughness, and the six subscales of mental toughness showed significant (p> .05) relationships. As predicted, greater mental toughness was associated with less reported trait anxiety. Independent t-tests found significant differences (p> .05) in overall mental toughness, the mental toughness subscales or trait anxiety between men and women. More research is required to understand how mentally tough athletes experience less anxiety in comparison to those who are not as mentally tough. Our findings suggest that relationships observed in this study emphasize the need for the inclusion of trait anxiety in mental toughness interventions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mental%20toughness" title="mental toughness">mental toughness</a>, <a href="https://publications.waset.org/abstracts/search?q=trait%20anxiety" title=" trait anxiety"> trait anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=MTQ48" title=" MTQ48"> MTQ48</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20psychology" title=" sport psychology"> sport psychology</a> </p> <a href="https://publications.waset.org/abstracts/17438/athletes-with-high-mental-toughness-levels-experiencing-less-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17438.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">460</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1420</span> Analysis of the Relations between Obsessive Compulsive Symptoms and Anxiety Sensitivity in Adolescents: Structural Equation Modeling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Se%C3%A7er">Ismail Seçer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to analyze the predictive effect of anxiety sensitivity on obsessive compulsive symptoms. The sample of the study consists of 542 students selected with appropriate sampling method from the secondary and high schools in Erzurum city center. Obsessive Compulsive Inventory and Anxiety Sensitivity Index were used in the study to collect data. The data obtained through the study was analyzed with structural equation modeling. As a result of the study, it was determined that there is a significant relationship between obsessive Compulsive Disorder (OCD) and anxiety sensitivity. Anxiety sensitivity has direct and indirect meaningful effects on the latent variable of OCD in the sub-dimensions of doubting-checking, obsessing, hoarding, washing, ordering, and mental neutralizing, and also anxiety sensitivity is a significant predictor of obsessive compulsive symptoms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=obsession" title="obsession">obsession</a>, <a href="https://publications.waset.org/abstracts/search?q=compulsion" title=" compulsion"> compulsion</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20equation" title=" structural equation"> structural equation</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety%20sensitivity" title=" anxiety sensitivity"> anxiety sensitivity</a> </p> <a href="https://publications.waset.org/abstracts/24635/analysis-of-the-relations-between-obsessive-compulsive-symptoms-and-anxiety-sensitivity-in-adolescents-structural-equation-modeling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">539</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1419</span> Effective Use of Visuals in Teaching Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gohar%20Marikyan">Gohar Marikyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article is about investigating how to effectively use visuals in teaching introductory mathematics. The analysis showed the use of visuals in teaching introductory mathematics can be an effective tool for enhancing students’ learning and engagement in mathematics. The use of visuals was particularly effective for teaching concepts of numbers, operations with whole numbers, and properties of operations. The analysis also provides strong evidence that the effectiveness of visuals varied depending on the way the visuals are used. Furthermore, the analysis revealed that the use of visuals in mathematics instruction had a positive impact on student’s attitudes toward mathematics, with students showing higher levels of motivation and enjoyment in mathematics classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analytical%20thinking%20skills" title="analytical thinking skills">analytical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20strategies%20with%20visuals" title=" instructional strategies with visuals"> instructional strategies with visuals</a>, <a href="https://publications.waset.org/abstracts/search?q=introductory%20mathematics" title=" introductory mathematics"> introductory mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement%20and%20motivation" title=" student engagement and motivation"> student engagement and motivation</a> </p> <a href="https://publications.waset.org/abstracts/164675/effective-use-of-visuals-in-teaching-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=mathematics%20anxiety&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=mathematics%20anxiety&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=mathematics%20anxiety&page=4">4</a></li> <li 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