A Meta-Analysis: The Effects of CBT as a Clinic- & School-Based Treatment on Students’ Mathematics Anxiety

• Ali Bicer ^[1] ; Celal Perihan ^[2] ; Yujin Lee ^[3]
  1. [1] University of Wyoming

     University of Wyoming

     Estados Unidos

     
  2. [2] Idaho State University

     Idaho State University

     Estados Unidos

     
  3. [3] ndiana University-Purdue University, USA

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• Localización: International Electronic Journal of Mathematics Education, ISSN-e 1306-3030, Vol. 15, Nº. 2, 2020
• Idioma: inglés
• DOI: 10.29333/iejme/7598
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• Resumen

  • The purpose of this meta-analysis was to examine the effects of Cognitive Behavioral Therapy (CBT) interventions as a clinic-based treatment on students’ mathematics anxiety level. A total of 7 studies containing 14 effect sizes were selected for inclusion in the present meta-analysis.

    Results indicated that the overall effect size was moderate to strong (g = -0.76 with SD = 0.04).

    The implication from the present study is that CBT can be a useful intervention to reduce students’ mathematics anxiety.