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Abstract Students enrolled in an educational psychology course, which included a laboratory component in social science statistics, were assessed for mathematics self‐concept and mathematics anxiety at the beginning and end of the course. The laboratory teaching practices emphasised co‐operative learning activities and full‐class discussion in an attempt to provide a positive environment. Self‐concept improved significantly over time, as did student confidence in dealing with statistical problems, but mathematics anxiety did not show a significant reduction. These attitudinal factors were mediated by prior experience in mathematics. It is important that such attitudinal factors be considered alongside curriculum issues when designing instruction in mathematics‐related areas, particularly where strong negative attitudes are known to exist for some groups of students.
Townsend et al. (Sun,) studied this question.