Abstract
Purpose. The purpose of this study was to determine if a significant correlation exists between the levels of math anxiety reported by adult students enrolled in Intermediate Algebra, College Algebra, and Elementary Statistics college mathematics classes and perceptions of math instructors' emotional and social competence behavior. Methodology. This study used a cross-sectional, descriptive correlational design. The sample consisted of 10 campus deans, 54 faculty peers, and 195 adult students at eleven external campus sites of a four-year, liberal arts, Christian university. The researcher administered two instruments: the Math Anxiety Rating Scale—Short Version (MARS-S) and the Emotional and Social Competence Inventory—360 Version 3 (ESCI). Adult students completed both instruments. Adult students self-reported their level of math anxiety and assessed their perceptions of math instructors' emotional and social competence behavior. Additionally, campus deans and faculty peers assessed their perceptions of math instructors' emotional and social competence behavior. The math anxiety scores and perceptions of math instructors' emotional and social competence behavior were paired and tested for relationships. Major Findings. The study revealed that perceptions of math instructors' emotional and social competence behavior influenced adult students' level of math anxiety. Two perceptions were tested: the adult students' perception and a 360 perception that included campus deans, faculty peers, and adult students. Both perceptions produced significant, negative correlations in the overall emotional and social competence behavior of math instructors. Additionally, both perceptions produced significant, negative correlations in all four emotional and social cluster competencies within the overall emotional and social competence. Finally, both perceptions produced significant, negative correlations with all twelve emotional competencies that comprise the overall emotional and social competence. Conclusions and Recommendations. From both tested perceptions, the emotional and social competence behavior of math instructors strongly related to the level of math anxiety experienced by adult students, suggesting further research. This study found significant, negative correlations between math instructors' emotional and social competence behavior and adult students' math anxiety levels. Thus, a follow-on study is needed to determine if math instructors' emotional and social competence behavior would benefit traditional students who experience math anxiety.