International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
A Meta-Analysis: The Effects of CBT as a Clinic- & School-Based Treatment on Students’ Mathematics Anxiety
In-text citation: (Bicer et al., 2020)
Reference: Bicer, A., Perihan, C., & Lee, Y. (2020). A Meta-Analysis: The Effects of CBT as a Clinic- & School-Based Treatment on Students’ Mathematics Anxiety. International Electronic Journal of Mathematics Education, 15(2), em0576.
In-text citation: (1), (2), (3), etc.
Reference: Bicer A, Perihan C, Lee Y. A Meta-Analysis: The Effects of CBT as a Clinic- & School-Based Treatment on Students’ Mathematics Anxiety. INT ELECT J MATH ED. 2020;15(2), em0576.
In-text citation: (Bicer et al., 2020)
Reference: Bicer, Ali, Celal Perihan, and Yujin Lee. "A Meta-Analysis: The Effects of CBT as a Clinic- & School-Based Treatment on Students’ Mathematics Anxiety". International Electronic Journal of Mathematics Education 2020 15 no. 2 (2020): em0576.
In-text citation: (Bicer et al., 2020)
Reference: Bicer, A., Perihan, C., and Lee, Y. (2020). A Meta-Analysis: The Effects of CBT as a Clinic- & School-Based Treatment on Students’ Mathematics Anxiety. International Electronic Journal of Mathematics Education, 15(2), em0576.
In-text citation: (Bicer et al., 2020)
Reference: Bicer, Ali et al. "A Meta-Analysis: The Effects of CBT as a Clinic- & School-Based Treatment on Students’ Mathematics Anxiety". International Electronic Journal of Mathematics Education, vol. 15, no. 2, 2020, em0576.
In-text citation: (1), (2), (3), etc.
Reference: Bicer A, Perihan C, Lee Y. A Meta-Analysis: The Effects of CBT as a Clinic- & School-Based Treatment on Students’ Mathematics Anxiety. INT ELECT J MATH ED. 2020;15(2):em0576.


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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