Relationships between 9-Year-Olds' Math and Literacy Worries and Academic Abilities

Punaro, Laura; Reeve, Robert A.

doi:10.1155/2012/359089

Cited by 51 publications

(64 citation statements)

References 40 publications

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“…In a study of Australian primary students, anxiety about mathematics was higher than literacy anxiety (Punaro & Reeve, 2012); self-reported MA was negatively associated with mathematics performance, yet there was no relationship between literacy anxiety and literacy performance. Some researchers suggest that MA occurs when an individual struggles with mathematics (Ashcraft & Kirk, 2001;Maloney, Schaeffer, & Beilock, 2013).…”

Section: Introductionmentioning

confidence: 92%

Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience

Buckley

Reid

Goos

et al. 2016

Australian Journal of Education

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Mathematics anxiety is a significant barrier to mathematical learning. In this article, we propose that state or on-task mathematics anxiety impacts on performance, while trait mathematics anxiety leads to the avoidance of courses and careers involving mathematics. We also demonstrate that integrating perspectives from education, psychology and neuroscience contributes to a greater understanding of mathematics anxiety in its state and trait forms. Research from cognitive psychology and neuroscience illustrates the effect of state mathematics anxiety on performance and research from cognitive, social and clinical psychology, and education can be used to conceptualise the origins of trait mathematics anxiety and its impact on avoidant behaviour. We also show that using this transdisciplinary framework to consider state and trait mathematics anxiety separately makes it possible to identify strategies to reduce the negative effects of mathematics anxiety. Implementation of these strategies among particularly vulnerable groups, such as pre-service teachers, could be beneficial.

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Section: Introductionmentioning

confidence: 92%

Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience

Buckley

Reid

Goos

et al. 2016

Australian Journal of Education

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“…Mathematikangst geht weiterhin mit negativen Einstellungen zu Mathematik, einer geringen Freude an Mathematik und einem niedrigen Selbstbewusstsein in diesem Fach einher (Ashcraft & Kirk, 2001;Hembree, 1990;Krinzinger et al, 2007). Insgesamt ist Mathematikangst trotz der zahlreichen Überschneidungen mit anderen Ängsten und verwandten Variablen dennoch als eigenständiges Konstrukt zu betrachten (Dew, Galassi & Galassi, 1984;Hembree, 1990;Punaro & Reeve, 2012 Ängstlichkeitsausprägung auftreten kann (Rubinsten & Tannock, 2010). Zudem scheint Mathematikangst lediglich schwach mit allgemeiner Intelligenz assoziiert zu sein (Ashcraft, 2002;Maloney & Beilock, 2012).…”

Section: Mathematikangstinterview (Mai)unclassified

“…dritten Klasse nachweisen (Punaro & Reeve, 2012;Ramirez et al, in Druck;Vukovic et al, 2009;Wu et al, 2012 …”

Section: Mit Diesen Instrumenten Ließen Sich Unterschiede Zwischen Dementioning

confidence: 99%

“…Während einige Studien eine höhere Angstintensität bei Mädchen finden (Ashcraft & Faust, 1994;Hyde, Fennema & Lamon, 1990;Yüksel-Şahin, 2008), berichten andere Studien keine Geschlechtsunterschiede (Chinn, 2009;Dowker et al, 2012;Ma & Xu, 2004;Newstead, 1998;Punaro & Reeve, 2012;Ramirez et al, in Druck). Diese Inkonsistenz der Befunde ist eventuell auf eine fehlende Standardisierung und einheitliche Nutzung von Verfahren zur Erhebung der Mathematikangst bei jüngeren Kindern zurückzuführen.…”

Section: Fragebogen Für Rechenangst (Fra)unclassified

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Das Mathematikangstinterview (MAI): Erste psychometrische Gütekriterien

Kohn

Richtmann

Rauscher

et al. 2013

Lernen und Lernstörungen

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“…A previous study in younger children suggests that, in 9-year-olds, LPA subgroups tend to reflect high, medium or low anxiety in general [18]. However, there is no such research available for older children.…”

Section: Introductionmentioning

confidence: 99%

Differentiating anxiety forms and their role in academic performance from primary to secondary school

et al. 2017

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IntroductionIndividuals with high levels of mathematics anxiety are more likely to have other forms of anxiety, such as general anxiety and test anxiety, and tend to have some math performance decrement compared to those with low math anxiety. However, it is unclear how the anxiety forms cluster in individuals, or how the presence of other anxiety forms influences the relationship between math anxiety and math performance.MethodWe measured math anxiety, test anxiety, general anxiety and mathematics and reading performance in 1720 UK students (year 4, aged 8–9, and years 7 and 8, aged 11–13). We conducted latent profile analysis of students’ anxiety scores in order to examine the developmental change in anxiety profiles, the demographics of each anxiety profile and the relationship between profiles and academic performance.ResultsAnxiety profiles appeared to change in specificity between the two age groups studied. Only in the older students did clusters emerge with specifically elevated general anxiety or academic anxiety (test and math anxiety). Our findings suggest that boys are slightly more likely than girls to have elevated academic anxieties relative to their general anxiety. Year 7/8 students with specifically academic anxiety show lower academic performance than those who also have elevated general anxiety.ConclusionsThere may be a developmental change in the specificity of anxiety and gender seems to play a strong role in determining one’s anxiety profile. The anxiety profiles present in our year 7/8 sample, and their relationships with math performance, suggest a bidirectional relationship between math anxiety and math performance.

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Relationships between 9-Year-Olds' Math and Literacy Worries and Academic Abilities

Cited by 51 publications

References 40 publications

Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience

Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience

Das Mathematikangstinterview (MAI): Erste psychometrische Gütekriterien

Differentiating anxiety forms and their role in academic performance from primary to secondary school

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