A Meta-Analysis: The Effects of CBT as a Clinic- & School-Based Treatment on Students’ Mathematics Anxiety
Ali Biçer, Celal Perihan, Yujin Lee
Abstract
The purpose of this meta-analysis was to examine the effects of Cognitive Behavioral Therapy (CBT) interventions as a clinic-based treatment on students’ mathematics anxiety level. A total of 7 studies containing 14 effect sizes were selected for inclusion in the present meta-analysis. Results indicated that the overall effect size was moderate to strong (g = -0.76 with SD = 0.04). The implication from the present study is that CBT can be a useful intervention to reduce students’ mathematics anxiety.
Topics & Concepts
AnxietyInclusion (mineral)Psychological interventionMeta-analysisIntervention (counseling)Clinical psychologyPsychologyCognitionPsychotherapistMedicinePsychiatryInternal medicineSocial psychologyCognitive and developmental aspects of mathematical skillsEducation, Achievement, and GiftednessChildren's Physical and Motor Development