Negative relationships between mathematics anxiety and achievement appear in many countries globally (Lee, 2009; OECD, 2013), suggesting that mathematics anxiety could be an underconsidered factor in regions with persistently low mathematics achievement. We draw on a national sample of students and their teachers in Belize to examine relations between mathematics anxiety and achievement. The data replicated the negative relationships between students' math anxiety and achievement observed in many higher achieving, higher resourced regions, and importantly also revealed that teachers' mathematics anxiety predicted their students' mathematics attitudes and sometimes achievement. The effects were small overall so the robustness of this relationship is not clear, but they provide novel data toward building a comprehensive theory of mathematics anxiety's relationship to achievement across cultural, gender and age contexts, and offer insight into how addressing mathematics anxiety might improve mathematics teaching and achievement in low resourced countries.

中文翻译：

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低收入国家背景下师生的数学焦虑与成就

全球许多国家都出现了数学焦虑与成就之间的负相关关系（Lee，2009； OECD，2013），这表明在数学成就持续低下的地区，数学焦虑可能是一个未被充分考虑的因素。我们从伯利兹的学生和他们的老师的全国样本中研究数学焦虑与成就之间的关系。数据复制了在许多成绩较高，资源丰富的地区观察到的学生数学焦虑与成就之间的负相关关系，重要的是还揭示了教师的数学焦虑可以预测学生的数学态度和成就。总体而言影响很小，因此这种关系的稳健性尚不明确，