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• W2750604116 abstract "IN ENGLISH: The goal of this research was to explore the relationships between personality, self- concept, learning strategies and mathematics anxiety in elementary school students. The sample consisted of 511 8th grade students from 36 Croatian elementary schools who completed the Maths Anxiety Scale, Big Five Inventory, the Self-Description Questionnaire-II and measures of self-regulatory learning strategies to assess self-handicapping, defensive pessimism and external attribution of failure. Separate hierarchical regression analyses were conducted by gender to test the predictive power of personality, self-concept and defensive motivational strategies on mathematics anxiety. Results indicate that the variables explained significant variance for both genders (girls R-square = .54 ; boys R- square = .38). Personality, self-concept and motivational strategies were all related to maths anxiety, however, a different pattern emerged with respect to gender. Maths self-concept is significantly negatively related to maths anxiety for both genders, while for boys, maths anxiety is related to low agreeableness and the use of external attribution of failure, and in girls it is predicted by higher neuroticism and defensive pessimism. Results indicate that maladaptive patterns of academic beliefs, motivations and behaviour related to mathematics in Croatian students are to some extent gender-specific, thus calling for specific intervention strategies tailored for boys and girls. --------------- IN CROATIAN: Cilj ovoga istraživanja bio je istražiti odnose između osobina licnosti, samopoimanja, strategija ucenja i straha od matematike kod ucenika osnovnih skola. Uzorak se sastojao od 511 ucenika 8. razreda iz 36 hrvatskih osnovnih skola. Sudionici su ispunili Skalu za ispitivanje straha od matematike, Big Five inventar licnosti, Self-Description Questionnaire-II i mjere samoregulirajucih strategija ucenja za procjenu samohendikepiranja, defanzivnog pesimizma i vanjske atribucije neuspjeha. Da bi se provjerila prediktivna snaga osobina licnosti, samopoimanja i defanzivnih motivacijskih strategija u objasnjenju straha od matematike, provedene su odvojene hijerarhijske regresijske analize na poduzorku ucenica i ucenika. Rezultati pokazuju da ukljucene varijable objasnjavaju znacajan dio varijance straha od matematike kod oba roda (ucenice R2 = .54; ucenici R2 = .38). Osobine licnosti, samopoimanje i motivacijske strategije ucenja u oba su slucaja znacajno povezane sa strahom od matematike, no uocljiv je razlicit obrazac povezanosti s obzirom na rod sudionika. Matematicko samopoimanje znacajno je negativno povezano sa strahom od matematike kod oba roda, dok je kod ucenika strah od matematike povezan i s niskom ugodnoscu i vanjskom atribucijom neuspjeha, a kod ucenica i s visim neuroticizmom i defanzivnim pesimizmom. Rezultati upucuju da su maladaptivni obrasci akademskih uvjerenja, motivacije i ponasanja povezani s matematikom kod hrvatskih ucenika donekle rodno specificni, sto upucuje na potrebu provedbe specificnih intervencija prilagođenih ucenicima i ucenicama." @default.
• W2750604116 created "2017-09-15" @default.
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• W2750604116 date "2017-01-01" @default.
• W2750604116 modified "2023-09-24" @default.
• W2750604116 title "The role of personality, self-concept and defensive motivation in predicting maths anxiety" @default.
• W2750604116 hasPublicationYear "2017" @default.
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