Understanding Math Anxiety Through Self-Efficacy and Culture A Mixed-Methods Study
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Abstract
Background: Health care providers' and students’ performances may be impacted by math anxiety and self-efficacy levels. Many factors contribute to math anxiety and self-efficacy, such as bad grades in math at school and a lack of encouragement from parents or teachers. This study aimed to explore the difference in math anxiety and math self-efficacy for paramedic students at two universities in different cultures.
Methods: A sequential explanatory mixed-method study was conducted where data were collected using anonymous self-report questionnaires from students studying paramedicine at Monash University, Australia (n = 344) and Jordan University of Science and Technology, Jordan (n = 161), followed by face-to-face interviews.
Results: In multivariable regression, higher math self-efficacy was independently associated with lower math anxiety (B = −0.14, p < .001), and school country remained a significant predictor (B = 1.48, p = .024); interviews suggested motivation, self-confidence, and practice as perceived strategies to strengthen self-efficacy and reduce math anxiety.
Conclusion: This study, conducted in Australia and Jordan paramedic schools, addressed the relationship between self-efficacy and math anxiety among paramedic students. Math self-efficacy and math anxiety levels differed between the two schools according to sex, age groups, and study year level. Future research should focus on studying the effect of self-efficacy on math anxiety for practicing paramedics at national and international levels and focus on teaching and training strategies and interventions. The findings suggest that paramedicine programs should identify students with low math confidence early and use repeated, clinically contextualized medication-calculation practice, supportive feedback, and confidence-building activities to reduce avoidable anxiety before clinical placement.
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