MathAnxFactorsBD

This CSV dataset comprises responses from 340 Bangladeshi students at the secondary and higher secondary education levels, aimed at exploring the psychological, cognitive, and environmental factors influencing Mathematics Anxiety (MA). Data were gathered using a structured questionnaire via both online and face-to-face methods to ensure broad inclusion across urban (68.2%), suburban (15.3%), and rural (14.7%) regions.

Participants predominantly fell within the 20–21 age range, with 38.2% aged 20 and 27.4% aged 21, and the gender distribution was fairly balanced (53.8% female, 46.2% male). A significant portion of respondents (61.5%) reported having at least one parent with university-level education, while 32.9% had parents with secondary-level education.

The dataset captures 10 psychometric constructs related to math anxiety through a 5-point Likert-scale, with each construct measured via 4 to 6 items. These constructs include:
1. Mathematics Anxiety
2. Low Self-Efficacy
3. Attitude Toward Mathematics
4. Lack of Perceived Teacher Support
5. Poor Classroom Environment
6. Negative Parental Influence
7. Negative Past Experiences
8. Cognitive Challenges
9. Lack of Motivation
10. Test Anxiety

Key findings include:

27.1% reported feeling nervous when solving math problems.
33.8% lacked confidence in their ability to learn math.
42.9% did not feel satisfaction when solving math problems.
37.6% perceived insufficient encouragement from their math teacher.
39.4% rated their classroom environment as unconducive to math learning.
40% felt pressure from parents to excel in mathematics.
34.7% experienced anxiety before math tests.

This dataset provides valuable insights into the multifactorial nature of mathematics anxiety and serves as a resource for further educational, psychological, and policy-level research in the Bangladeshi context.

本CSV数据集包含340名孟加拉国中等及高等中等教育阶段学生的调研反馈，旨在探究影响数学焦虑（Mathematics Anxiety, MA）的心理、认知与环境因素。本研究采用结构化问卷，通过线上与线下结合的方式收集数据，以确保覆盖城市（68.2%）、郊区（15.3%）与农村（14.7%）的广泛样本群体。

参与调查的学生主要集中在20-21岁年龄段，其中38.2%为20岁，27.4%为21岁；性别分布相对均衡，女性占比53.8%，男性占比46.2%。超六成受访者（61.5%）表示至少有一位家长拥有大学及以上学历，另有32.9%的受访者家长仅接受过中等教育。

本数据集通过5级李克特量表（Likert-scale）采集了与数学焦虑相关的10项心理测量维度，每个维度通过4至6个题项进行测量，具体维度如下：
1. 数学焦虑
2. 低自我效能感
3. 对数学的态度
4. 感知到的教师支持缺失
5. 不良课堂环境
6. 父母带来的负面影响
7. 过往负面经历
8. 认知挑战
9. 动机缺失
10. 考试焦虑

核心调研结果如下：
27.1%的受访者表示在解答数学题时会感到紧张；
33.8%的受访者对自身学习数学的能力缺乏信心；
42.9%的受访者在解答数学题后并未获得满足感；
37.6%的受访者认为数学教师给予的鼓励不足；
39.4%的受访者认为自身所处的课堂环境不利于数学学习；
40%的受访者感受到父母对其数学成绩优异的期望压力；
34.7%的受访者在数学考试前会产生焦虑情绪。

本数据集为探究数学焦虑的多因素成因提供了极具价值的视角，同时可为孟加拉国语境下的教育、心理学及政策层面的后续研究提供数据支撑。