Journal Article10.1037/0022-0663.80.2.210
Math anxiety in elementary and secondary school students.
Allan Wigfield,Judith L. Meece +1 more
640
TL;DR: For instance, this paper found that the affective component of math anxiety related more strongly and negatively than did the worry component to children's ability perceptions, performance perceptions, and math performance.
read more
Abstract: We assessed math anxiety in 6ththrough 12th-grade children (N = 564) as part of a comprehensive longitudinal investigation of children's beliefs, attitudes, and values concerning mathematics. Confirmatory factor analyses provided evidence for two components of math anxiety, a negative affective reactions component and a cognitive component. The affective component of math anxiety related more strongly and negatively than did the worry component to children's ability perceptions, performance perceptions, and math performance. The worry component related more strongly and positively than did the affective component to the importance that children attach to math and their reported actual effort in math. Girls reported stronger negative affective reactions to math than did boys. Ninth-grade students reported experiencing the most worry about math and sixth graders the least.
read more
Chat with Paper
AI Agents for this Paper
Find similar papers on Google Scholar, PubMed and Arxiv
Write a critical review of this paper
Analyze citations of this paper to find unaddressed research gaps
Citations
Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety
TL;DR: The study showed no gender difference in mathematics performance, despite girls reporting higher levels of MA, which might suggest that girls may have had the potential to perform better than boys in mathematics however their performance may have been attenuated by their higher level of MA.
Learning in Science: A Comparison of Deep and Surface Approaches.
Christine Chin,David E. Brown +1 more
TL;DR: For instance, the authors found that students using a surface approach gave explanations that were reformulations of the questions, a "black box" variety which did not refer to a mechanism, or macroscopic descriptions which referred only to what was visible.
517
Academic self-efficacy and academic self-concept: Reconsidering structural relationships
TL;DR: In this paper, the authors investigated whether academic self-efficacy and academic selfconcept represent two conceptually and empirically distinct psychological constructs when studied within the same domain, and the nature of the relationship existing between both self-constructs, their antecedents, and their mediating and predictive qualities for background variables such as gender and prior knowledge.
490
Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms.
TL;DR: Heckhausen et al. as discussed by the authors used a multilevel approach to analyse relationships between perceived classroom environments and emotions in mathematics and found that environmental characteristics conveying control and value to the students would be related to their experience of enjoyment, anxiety, anger, and boredom in mathematics.
477
The causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis.
X Ma,Jiangming Xu +1 more
TL;DR: Using data from the Longitudinal Study of American Youth (LSAY), results of structural equation modelling showed that, across the entire junior and senior high school, prior low mathematics achievement significantly related to later high mathematics anxiety, but prior high mathematicsxiety hardly related toLater high mathematics achievement.
460
References
The scree test for the number of factors
TL;DR: The Scree Test for the Number Of Factors this paper was first proposed in 1966 and has been used extensively in the field of behavioral analysis since then, e.g., in this paper.
13.7K
Confirmatory Factor Analysis
J. Long
- 01 Jan 1983
Abstract: ● CFA model is constructed in advance – specifies the number of (latent) factors – specifies the pattern of loadings on the factors – that specifies the pattern of unique variances specific to each observation – measurement errors may be correlated Yuck! – factor loadings can be constrained to be zero (or any other value) – covariances among latent factors can be estimated or constrained – multiple group analysis is possible
1.5K
The Mathematics Anxiety Rating Scale: Psychometric data
TL;DR: The Mathematics Anxiety Rating Scale (MARS) as discussed by the authors is a measure of mathematics anxiety for use in treatment and research, which has high test-retest and internal consistency reliability.
1.5K
•Book
The development of achievement motivation
Martin L. Maehr,John G. Nicholls +1 more
- 01 Jan 1984
1.4K