The effect of mathematic concerns of the parents of students in the preparatory period of LGS (grade 8) on students' mathematic anxiety

In this study, it was investigated whether the mathematics anxiety levels of eighth grade students who were in the preparation phase for the LGS exam period were affected by the anxiety levels of their parents and which demographic variables caused the anxiety levels to differ in this period. Qualitative and quantitative methods were used together in the research. Quantitatively, descriptive scanning and relational scanning methods were used. The research was conducted with 313 eighth grade students and 171 of their parents who agreed to participate in the research.As a result of the analysis, it was determined that the mathematics anxiety levels of the students differed depending on the school they attended, gender, and whether they received mathematics support outside the school, but did not differ depending on whether they received pre-school education or not. It was found that the anxiety levels of parents did not differ depending on variables such as the child's gender, the parent's gender, age, and educational status. However, mathematics anxiety did not differ according to income level, and negative evaluations of the child's mathematics course differed. In addition, the parent's mathematical success and interest in mathematics in educational life have differentiated both the mathematics anxiety and the evaluation style of the child. Additionally, when the effect of parent's math anxiety on student anxiety was analyzed, it was determined that a one-unit increase in parent's anxiety had an increase relation of approximately 16% on student anxiety. Keywords: Anxiety, Math Anxiety, Parent Math Anxiety