A multidimensional examination of math anxiety and engagement on math achievement

2021 ◽  
Author(s):  
Michaela Quintero ◽  
Leslie Hasty ◽  
Tianyu Li ◽  
Seowon Song ◽  
Zhe Wang
Keyword(s):  
Math Achievement ◽  
Math Anxiety

Math anxiety and math achievement: The effects of emotional and math strategy training

2020 ◽  
Vol 23 (6) ◽  
Author(s):  
Maria Chiara Passolunghi ◽  
Chiara De Vita ◽  
Sandra Pellizzoni
Keyword(s):  
Math Achievement ◽  
Math Anxiety ◽  
Strategy Training

scholarly journals When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year

2020 ◽  
Vol 23 (4) ◽  
pp. 1023-1054
Author(s):  
Monika Szczygieł
Keyword(s):  
Elementary School Children ◽  
Math Achievement ◽  
Math Anxiety ◽  
First Grade ◽  
Third Grade ◽  
Final Grade ◽  
Early School ◽  
The Relationship ◽  
Social Source

Abstract The study investigated the relationship between math anxiety in parents and teachers and math anxiety and math achievement in first- to third-grade children. The results indicate that math anxiety in fathers (but not mothers and teachers) is associated with math anxiety in first-grade children and third-grade girls. Math anxiety in mothers and teachers (but not fathers) explains the level of math achievement in third-grade children. The research results indicate the importance of adults in shaping pupils’ math anxiety and math achievement, but these relationships vary depending on gender and the grade year. The obtained outcomes generally suggest that adults’ math anxiety is not a social source of children’s math anxiety, but it can be considered a source of low math achievement among children in the final grade of early school education.

scholarly journals Examining of the relationship between math anxiety and math achievement of elementary school studentsİlkokul öğrencilerinin matematik kaygısı ile matematik başarıları arasındaki ilişkinin incelenmesi

2017 ◽  
Vol 14 (4) ◽  
pp. 4425 ◽  
Author(s):  
Yılmaz Mutlu ◽  
İhsan Söylemez ◽  
Ali Fuad Yasul
Keyword(s):  
Elementary School ◽  
Linear Regression ◽  
Elementary School Students ◽  
Math Achievement ◽  
Math Anxiety ◽  
Data Gathering ◽  
Clustering Methods ◽  
School Students ◽  
Pearson Product Moment Correlation ◽  
Analyse Data

This study aims to investigate relation between math anxiety and mathmatical achievement of 3hd and 4th grade  elementary school students. The participants of the study were constituted of totally 474 students, while 288 of those were attending 3hd grade, other 186 attending 4th grade. They were used math anxiety scale (13 items) developed by Mutlu & Söylemez (2017) for 3hd and 4th grades and math achievement tests for 3hd (16 items) and 4th (24 items) grades developed by Fidan (2013) as data gathering tools. They were also used pearson product-moment correlation, linear regression, t-test, oneway anova and two-step clustering methods to analyse data. The data concerning math anxiety and achievement were analysed through pearson product-moment correlation and linear regression. The relation level was found -547 between students’ math anxiety and math achievement. Besides, it was located that math anxiety explains 35% total varience of math achievement. With all that, it was used two-step clustering analyse method over math anxiety and achievement. There were found significant differences between participants’ math anxiety and math achievement scores.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetBu çalışma, ilkokul 3. ve 4. sınıf öğrencilerinin matematik kaygısı ile matematik başarısı arasındaki ilişkiyi incelemeyi amaçlamaktadır. Çalışmanın katılımcılarının 288’i 3. sınıf, 186’sı 4. sınıf olmak üzere toplamda 474 öğrenciden oluşmaktadır. Çalışmada veri toplamak üzere ilkokul 3. ve 4. sınıflar için Mutlu ve Söylemez (2017) tarafından geliştirilmiş olan 13 maddelik bir kaygı ölçeği ile 3. sınıflar için 16 maddeden oluşan, 4. Sınıflar için ise 24 maddeden oluşan Fidan (2013) tarafından geliştirilen matematik başarı testleri kullanılmıştır. Verilerin analizinde Pearson Momentler Çarpımı Korelasyonu, doğrusal regresyon, t-testi ve iki adımlı kümeleme analizi yapılmıştır. Öğrencilerin matematik kaygısı ve matematik başarısı puanları arasında ilişki düzeyi -.547 olarak bulunmuştur. Ayrıca matematik kaygısının matematik başarısına ilişkin toplam varyansın %35’ini açıkladığı tespit edilmiştir. Bununla beraber matematik kaygısı ve matematik başarısı ilişkisini incelemek üzere iki adımlı kümeleme analizi yapılmıştır. Katılımcıların matematik kaygı ve matematik başarı puanları üzerinde yapılan kümeleleme analizi ile gruplar belirlenmiş, grupların matematik başarıları ve matematik kaygıları arasında anlamlı farklılıklar olduğu tespit edilmiştir.  

The Influence of Implicit Math Anxiety on Math Achievement

2020 ◽  
pp. 003329412096405
Author(s):  
R. Shane Westfall ◽  
Amy Jane McAuley ◽  
Murray Millar
Keyword(s):  
Math Achievement ◽  
Math Anxiety ◽  
Math Performance ◽  
Implicit Associations ◽  
Traditional Methods ◽  
Implicit Associations Test ◽  
Implicit And Explicit ◽  
Modest Correlation

Previous work has noted that math anxiety may have a profound effect on math performance; however extant research has relied on measures that explicitly assess math anxiety. This study examined the effects of implicit math anxiety on the performance of a math achievement task. We hypothesized that combined measure of implicit anxiety and explicit anxiety would better predict math achievement than measures of explicit math anxiety alone. In addition, we hypothesized that an individuals’ measured implicit anxiety and measured explicit anxiety would share only a modest correlation. To test these hypotheses, 175 participants completed measures of explicit anxiety, an implicit associations test designed to measure implicit anxiety, and a measure of math achievement. As expected, math achievement was better predicted when implicit anxiety was combined with explicit anxiety. Furthermore, scores on the implicit and explicit anxiety measures were not significantly correlated. These results suggest that implicit and explicit math anxiety are two distinct constructs, thus traditional methods for helping students deal with math anxiety may not be entirely successful if the implicit component is ignored.

The Influence of Math Anxiety on Young Children's Math Achievement

2010 ◽  
Author(s):  
Gerardo Ramirez ◽  
Elizabeth Gunderson ◽  
Susan C. Levine ◽  
Sian L. Beilock
Keyword(s):  
Math Achievement ◽  
Math Anxiety

Female teachers' math anxiety impacts girls' math achievement

2011 ◽  
Author(s):  
Sian L. Beilock ◽  
Elizabeth A. Gunderson ◽  
Gerardo Ramirez ◽  
Susan C. Levine
Keyword(s):  
Math Achievement ◽  
Math Anxiety ◽  
Female Teachers

scholarly journals A latent profile analysis of math achievement, numerosity, and math anxiety in twins.

2016 ◽  
Vol 108 (2) ◽  
pp. 181-193 ◽  
Author(s):  
Sara A. Hart ◽  
Jessica A. R. Logan ◽  
Lee Thompson ◽  
Yulia Kovas ◽  
Gráinne McLoughlin ◽  
...  
Keyword(s):  
Latent Profile Analysis ◽  
Math Achievement ◽  
Math Anxiety ◽  
Profile Analysis ◽  
Latent Profile

Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school

2017 ◽  
Vol 19 (1) ◽  
pp. 21-46 ◽  
Author(s):  
Elizabeth A. Gunderson ◽  
Daeun Park ◽  
Erin A. Maloney ◽  
Sian L. Beilock ◽  
Susan C. Levine
Keyword(s):  
Elementary School ◽  
Math Achievement ◽  
Math Anxiety ◽  
Early Elementary ◽  
Reciprocal Relations ◽  
Early Elementary School
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