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Past empirical studies show that marketing undergraduates, in general, perform poorly in quantitativebased activities. However, numerical skills involving solving and analyzing numerical information is a skill set in high demand among business organizations. Unfortimately, students continue to struggle with high levels of math anxiety affecting their math self-concept and math self-efficacy. Structural equation model analysis is used to examine relationships among the constructs. Results confirm that math anxiety has a significant negative impact on both math self-concept and math self-efficacy, which in turn has positive impacts on math performance. Math self-concept and math self-efficacy also provide effective mediations to students' math performances. To impact the longitudinal implications of quantitative literacy for marketing majors, a more holistic view is needed that simultaneously addresses approaches that reduce math anxiety, increase math self-concept, increase math self-efficacy, and result in greater levels of math performance.
INTRODUCTION
The role of quantitative reasoning or mathematical understanding at times has not been a priority in the marketing discipline. A typical question arises, how comfortable are marketing students in solving quantitative problems? Given anecdotal evidence, teaching experiences, and a growing research base, the answer is not encouraging (Tasari, et al., 2012; Remington, et al., 2000). Empirical studies show that marketing undergraduates, in general, have always performed poorly in quantitative topics when compared to other business majors (Aggarwal, Valdyanathan, & Rochford, 2007). However, quantitative skills involving solving and analyzing numerical information has remained important criteria for new hires, demonstrating a concern from the industry (Brennan & Vos, 2013; Ganesh, Sun, & Barat, 2014). A consistent complaint from industries and business organizations revolves around under-preparedness of marketing graduates with handling data and quantitative information (Brennan & Vos, 2013). The situation creates a bleak outlook for marketing graduates wanting to rise up the corporate ladder (Tasari, et al., 2012; Malhotra, 2015). A common misconception that "marketing" is an easy avenue to avoid numbers is further exemplified given that a primary reason why a large number of students choose marketing as their major stems from math avoidance (Ganesh, Sun, & Barat, 2014; Pilling, Rigdon, & Brightman, 2012).
A broad domain of educational theories, mathematics education in particular, highlights the role of math self-efficacy, math self-concept, and math anxiety as important drivers of students' performance in mathematics...