A Meta-Analysis: The Effects of CBT as a Clinic- & School-Based Treatment on Students’ Mathematics Anxiety
Ali Bicer 1 * , Celal Perihan 2, Yujin Lee 3
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1 University of Wyoming, USA2 Idaho State University, USA3 Indiana University-Purdue University, USA* Corresponding Author

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2020, Volume 15, Issue 2, Article No: em0576

https://doi.org/10.29333/iejme/7598

Publication date: 25 Jan 2020

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