Abstract
Math anxiety can significantly impair student learning outcomes. This is often due to a lack of self-regulated learning (SRL), leading to a reliance on external guidance. This systematic literature review aimed to increase existing knowledge on the role of SRL in reducing students’ mathematics anxiety and to assess its impact on improving learning outcomes. Using the PRISMA procedure, 28 studies were selected to explore the relationship between SRL and math anxiety. Findings showed that higher levels of SRL were associated with reduced math anxiety, while lower levels were associated with increased math anxiety. This study confirms the importance of educators implementing strategies that promote SRL to decrease math anxiety and improve student performance.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Review Article
PEDAGOGICAL RES, Volume 10, Issue 1, January 2025, Article No: em0230
https://doi.org/10.29333/pr/15648
Publication date: 01 Jan 2025
Online publication date: 26 Nov 2024
Article Views: 107
Article Downloads: 84
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