Research Summary

Introduces the Mathematics Phobia Questionnaire (MPQ) and Phobia Index (MPI) and, using a simulated dataset of 1,500 students, shows examination anxiety as the strongest driver of maths phobia and self-confidence as its strongest buffer across Grades 6-12.

Abstract

Mathematics phobia is a major educational challenge that adversely affects students' confidence, academic performance, and attitudes toward mathematics. Despite extensive research on mathematics anxiety, limited studies have examined its multiple educational, psychological, and environmental determinants within a comprehensive quantitative framework among students in Grades 6-12. This simulation-based cross-sectional study proposed a methodological framework for investigating mathematics phobia using a structured instrument, the Mathematics Phobia Questionnaire (MPQ), and a composite Mathematics Phobia Index (MPI). A simulated dataset comprising 1,500 students from Grades 6-12 was generated to demonstrate the proposed analytical framework. Statistical analyses included descriptive statistics, reliability analysis, exploratory factor analysis, Pearson's correlation analysis, one-way analysis of variance, and multiple linear regression. The simulated analyses demonstrated that the MPQ possessed excellent reliability (Cronbach's α = 0.912) and satisfactory construct validity. Examination anxiety emerged as the strongest positive predictor of mathematics phobia, whereas self-confidence and conceptual understanding exhibited the strongest negative associations with the Mathematics Phobia Index. Mathematics phobia also increased progressively across Grades 6-12. Although based on simulated data, the proposed framework demonstrates a systematic quantitative approach for investigating mathematics phobia and provides a foundation for future empirical studies involving real student populations. The MPQ and MPI may serve as useful tools for identifying students at risk and supporting evidence-based educational interventions aimed at improving mathematics learning and reducing mathematics phobia.

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