Impact of a counseling program based on social emotional learning toward reducing math anxiety in middle school students
Impact of a counseling program
Abstract
This study investigated the impact of a counseling program based on social emotional learning in reducing math anxiety in middle school students. The sample consisted of 207 males and females from 7th and 8th grade students deliberately selected from Jordanian private schools, and randomly distributed equally into two groups: the experimental group (which was taught by the counseling program) and the control group (which was taught by the traditional method). To achieve the goals of the study, the researchers prepared math anxiety tests that had been verified for validity and reliability. The results of the study showed the superiority of the experimental group in reducing math anxiety, and that there were no differences between average scales of males and females in math anxiety. In light of the results of the study, the researchers recommend the use of a counseling program based on social emotional learning, to reduce math anxiety among middle school students.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
