The Effect of Background Music on the Mathematics Test Anxiety of ...

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50 D'Ailly, H., & Bergering, A. (1992). Mathematics anxiety and mathematics avoidance behavior: A validation study <strong>of</strong> two MARS factor-derived scales. Educational & Psychological Measurement, 52(2), 369-377. Etaugh, C., & Michals, D. (1975). <strong>Effect</strong>s on reading comprehension <strong>of</strong> preferred music and frequency <strong>of</strong> studying to music. Perceptual and Motor Skills, 41, 553-554. Etaugh, C., & Ptasnik, P. (1982). <strong>Effect</strong>s <strong>of</strong> studying to music and post-study relaxation on reading comprehension. Perceptual and Motor Skills, 55(1), 141-142. Ferguson, R. (1985). Abstraction anxiety: A factor <strong>of</strong> mathematics anxiety. Journal for Research in Mathematics Education, 17(2), 145-150. Fogelson, S. (1973). <strong>Music</strong> as a distracter on reading-test performance <strong>of</strong> eighth grade students. Perceptual and Motor Skills, 36, 1265-1266. Goolsby, C., Dwinell, P., Higbee, J., & Bretscher, A. (1987). Factors affecting mathematics achievement in high risk college students. Paper presented at the Annual Meeting <strong>of</strong> the American Educational Research Association: Washington, D.C. (ERIC Document Reproduction Service No. ED 283 684). Gravetter, F., & Wallnau, L. (1996). Statistics for the Behavioral Sciences (4th ed.). St. Paul, MN: West. Hardie, M. (1990). <strong>The</strong> effect <strong>of</strong> music on mathematics anxiety and achievement. Dissertation Abstracts International. (UMI No. 9032555). Hembree, R. (1988). Correlates, causes, effects, and treatment <strong>of</strong> test anxiety. Review <strong>of</strong> Educational Research, 58(1), 47-77. Hembree, R. (1990). <strong>The</strong> nature, effects, and relief <strong>of</strong> mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33-46.
51 Hilliard, O., & Tolin, P. (1979). <strong>Effect</strong> <strong>of</strong> familiarity with background music on performance <strong>of</strong> simple and difficult reading comprehension tasks. Perceptual and Motor Skills, 49, 713-714. Hunsley, J. (1985). Test anxiety, academic performance, and cognitive appraisals. Journal <strong>of</strong> Educational Psychology, 77(6), 678-682. Kazelskis, R. (1998). Some dimensions <strong>of</strong> mathematics anxiety: A factor analysis across instruments. Educational and Psychological Measurement, 58(4), 623-633. Kazelskis, R., Reeves, C., Kersh, M., Bailey, G., Cole, K., Larmon, M., Hall, L., & Holliday, D. (2000). Mathematics anxiety and test anxiety: Separate constructs? Journal <strong>of</strong> Experimental Education, 68(2), 137-147. Kiger, D. (1989). <strong>Effect</strong>s <strong>of</strong> music information load on a reading comprehension task. Perceptual and Motor Skills, 69, 531-534. Llabre, M., & Suarez, E. (1985). Predicting math anxiety and course performance in college women and men. Journal <strong>of</strong> Counseling Psychology, 32(2), 283-287. Lupkowski, A., & Schumacker, R. (1991). Mathematics anxiety among talented students. Journal <strong>of</strong> Youth and Adolescence, 20(6), 563-572. Lupkowski, A., & Schumacker, R. (1991). Mathematics anxiety among talented students. Journal <strong>of</strong> Youth and Adolescence, 20(6), 563-572. Manthei, M., & Kelly, S. (n. d.). <strong>Effect</strong>s <strong>of</strong> popular and classical background music on the math test scores <strong>of</strong> undergraduate students. Retrieved March 8, 1998 from http://arts.usf.edu/music/rpme/effects.html. Mitchell, M., & Jolley, J. (n.d.). Measures <strong>of</strong> internal consistency. Retrieved May 21, 2003 from http://spsp.clarion.edu/mm/RDE3/C3/C3Handout32.html.
Page 1 and 2:
The Effect
Page 3 and 4:
iii Acknowledgements I would like t
Page 5 and 6:
v Table of Content
Page 7 and 8: vii LIST OF TABLES Table 1 Factors
Page 9 and 10: CHAPTER 1 Rationale, Literature Rev
Page 11 and 12: 3 Spielberger (1985) described trai
Page 13 and 14: 5 Factor analyses. Researchers have
Page 15 and 16: 7 Anxiety Subscale of</stro
Page 18 and 19: 10 Table 1 (continued) Ferguson (19
Page 20 and 21: 12 to 66 students attending the Tex
Page 22 and 23: 14 the Missouri Mathematics Placeme
Page 24 and 25: 16 differences between the mean exa
Page 26 and 27: 18 students to one of</stro
Page 28 and 29: 20 background music on reading comp
Page 30 and 31: 22 Anxiety level. Researchers have
Page 32 and 33: 24 The final study
Page 34 and 35: 26 Definitions math-test-anxious st
Page 36 and 37: 28 group, while sections 002 and 00
Page 38 and 39: 30 Research Question 1. Does the us
Page 40 and 41: 32 CHAPTER 3 Results This research
Page 42 and 43: 34 Table 2 Hypothesis 1B: 2 (Anxiet
Page 44 and 45: 36 Hypothesis 2A The</stron
Page 46 and 47: 38 Table 3 Hypothesis 2B: Pre-Exam
Page 48 and 49: 40 group between lower anxiety and
Page 50 and 51: 42 Figure 2 Hypothesis 2B: Interact
Page 52 and 53: 44 CHAPTER 4 Discussion The
Page 54 and 55: 46 low anxiety students or the high
Page 56 and 57: 48 References Alexander, L., & Cobb
Page 60 and 61: 52 Mowsesian, R., & Heyer, M. (1973
Page 62 and 63: 54 Wolf, R., & Weiner, F. (1972). <
Page 64 and 65: 56 APPENDIX A Last 4 digits <strong
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