JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE

Marketing Students’ Mathematics Performance: The Mediating Role of Math Anxiety on Math Self-Concept and Math Self-Efficacy

Author(s): Sandeep Bhowmick, Joyce A. Young, Paul W. Clark, Nandini Bhowmick

Citation: Sandeep Bhowmick, Joyce A. Young, Paul W. Clark, Nandini Bhowmick, (2017) "Marketing Students’ Mathematics Performance: The Mediating Role of Math Anxiety on Math Self-Concept and Math Self-Efficacy ," Journal of Higher Education Theory and Practice, Vol.17, Iss. 9, pp.104-117

Article Type: Research paper

Publisher: North American Business Press

Abstract:

Past empirical studies show that marketing undergraduates, in general, perform poorly in quantitativebased

activities. However, numerical skills involving solving and analyzing numerical information is a

skill set in high demand among business organizations. Unfortunately, students continue to struggle with

high levels of math anxiety affecting their math self-concept and math self-efficacy. Structural equation

model analysis is used to examine relationships among the constructs. Results confirm that math anxiety

has a significant negative impact on both math self-concept and math self-efficacy, which in turn has

positive impacts on math performance. Math self-concept and math self-efficacy also provide effective

mediations to students’ math performances. To impact the longitudinal implications of quantitative

literacy for marketing majors, a more holistic view is needed that simultaneously addresses approaches

that reduce math anxiety, increase math self-concept, increase math self-efficacy, and result in greater

levels of math performance.