Investigating the Relationship between Teaching Skills in Qualitative Evaluation of Mathematics with Mathematical Anxiety, Academic Procrastination, and Students' Thinking Styles

The aim of this study was to investigate the relationship between teacher skills in qualitative evaluation of mathematics course with mathematical anxiety, academic procrastination and students' thinking style. The present study was a descriptive correlational study.The statistical population consisted of students and teachers of grade 6 in the academic year of 2018-2019 in Mashhad, Iran. A total of 120 teachers and 200 students were selected as respondents by using convenience sampling and inclusion/exclusion criteria. The data were analyzed using descriptive indexes (e.g., mean and standard deviation) and inferential statistics (correlation and regression to relate the variables) in SPSS V.22. It was found that teachers’ mathematical performance assessment skills had negative relationships with mathematical anxiety and academic procrastination. Furthermore, a positive relationship was found between teacher mathematical performance assessment skills and student thinking style. The regression results demonstrated that teachers’ mathematical performance assessment skills were a significant predictor of mathematical anxiety and academic procrastination. It was suggested that teachers’ skills of assessing mathematical performance be enhanced to improve their academic performance and efficiency.