The Predictive Power of Students’ Perceptions of Classroom Assessment Environment for Their Mathematics Anxiety

In this study, it was aimed to determine the predictive power of students’ perceptions of classroom assessment environment for their mathematics anxiety. A correlational model was employed in this study, which was carried out with 410 high school students in the provinces of Diyarbakir in Turkey in the fall of 2014–2015. The Mathematics Anxiety Scale which was developed by Bindak (2005) was employed in the study to measure the students’ math anxiety. Then, in order to determine the students’ perceptions of the classroom assessment environment, the Classroom Assessment Environment Scale, which was developed by Ilhan and Cetin (2014a), was used. The relationships between students’ mathematics anxiety and their perceptions of the classroom assessment environment were investigated via correlation and multiple regression analysis. The results obtained from the correlation analysis demonstrated that learning oriented assessment environment was negatively related to mathematics anxiety. In contrary, performance oriented assessment environment was positively related to mathematics anxiety. As a result of regression analysis, it was determined that students’ perceptions of the classroom assessment environment explain 18% of the total variance on their mathematics anxiety.