The causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis

Ma, Xin; Xu, Jiangming

doi:10.1016/j.adolescence.2003.11.003

Cited by 358 publications

(372 citation statements)

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“…However, the opposite pattern is also possible, i.e., failure in mathematics due to high general anxiety (see Carey, Devine, Hill, & Szűcs, 2017). Furthermore, in our study we matched our groups for general (trait) anxiety, and perhaps for this reason, in our MA-DD group, we selected only children who developed DD first and then subsequently developed state anxiety specifically related to mathematical tasks (see the Defict Thoery, Ma & Xu, 2004). Finally, although our findings seem to partially contradict previous results that indicated children with high MA showed WM impairments (Maloney, Risko, Ansari & Fugelsang, 2010), it is worth noting that the methodological differences between our study Where inhibitory mechanisms are concerned, we found that children with MA (but no DD) were more susceptible to proactive interference than the other three groups.…”

Section: Discussionmentioning

confidence: 99%

Separating math from anxiety: The role of inhibitory mechanisms

Mammarella

Caviola

Giofrè

et al. 2017

Applied Neuropsychology: Child

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Deficits in executive functions have been hypothesized and documented for children with severe mathematics anxiety (MA) or developmental dyscalculia, but the role of inhibitionrelated processes has not been specifically explored. The main aim of the present study was to shed further light on the specificity of these profiles in children in terms of working memory (WM) and the inhibitory functions involved. Four groups of children between 8 and 10 years old were selected: one group with developmental dyscalculia (DD) and no MA, one with severe MA and developmental dyscalculia (MA-DD), one with severe MA and no DD (MA), and one with typical development (TD). All children were presented with tasks measuring two inhibition-related functions, i.e. proactive interference and prepotent response, and a WM task. The results showed that children with severe MA (but no DD) were specifically impaired in the proactive interference task, while children with DD (with or without MA) failed in the WM task. Our findings point to the importance of distinguishing the cognitive processes underlying these profiles.

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Section: Discussionmentioning

confidence: 99%

Separating math from anxiety: The role of inhibitory mechanisms

Mammarella

Caviola

Giofrè

et al. 2017

Applied Neuropsychology: Child

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“…Elsewhere, it was found out that students with low anxiety finished multidigit problems correctly per minute compared to the students with high anxiety (Cates & Rhymer, 2003). In an earlier study with a set of long-term trend data, Ma and Xu (2004a) found out that junior and senior high school students' former low performance in mathematics was significantly associated with future high mathematics anxiety. Conversely, the researchers reported that prior high mathematics anxiety was slightly associated with future low mathematics achievement.…”

Section: Mathematics Anxietymentioning

confidence: 99%

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

2017

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Título: Investigando la autoeficacia, la ansiedad, las actitudes y los logros de las matemáticas con respecto al género y el tipo de escuela. Resumen: El propósito de este estudio fue investigar la relación entre la autoeficacia en matemáticas, la ansiedad en matemáticas, la actitud con respecto a matemáticas, el rendimiento en matemáticas de los estudiantes del séptimo grado y el género y el tipo de escuela. Con el fin de examinar la diferencia en la autoeficacia, la ansiedad la actitud y el rendimiento en cuanto al género y al tipo de escuela se realizó análisis de la varianza (ANOVA) de dos vias. Además, se ejecutó un análisis de regresión múltiple para investigar el papel de autoeficacia, ansiedad, actitud y gé-nero y tipo de escuela en la predicción del rendimiento en matemáticas de los estudiantes del séptimo grado. Los resultados revelaron que el género tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de actitud, las puntuaciones de ansiedad y el rendimiento en matemáticas. Sin embargo, el tipo de escuela no tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de ansiedad y las puntuaciones del rendimiento pero tiene un efecto significativo sobre las puntuaciones de actitud. Los resultados también confirman que el modelo proporcionado consta de la autoeficacia, la ansiedad, la actitud, el género y el tipo de escuela, predijo significativamente las puntuaciones de rendimiento. Palabras clave: Autoeficacia; ansiedad; rendimiento académico; género. Abstract:The purpose of this study was to investigate the relationship among seventh grade students' mathematics self-efficacy, mathematics anxiety, attitudes towards mathematics, mathematics achievement, gender and school type. In order to examine the difference in self-efficacy, anxiety, attitude and achievement in terms of gender and school type, two-way ANOVAs were performed. In addition, multiple regression analysis was run to investigate the role of mathematics self-efficacy, anxiety, attitude, gender and school type in predicting mathematics achievement of seventh grade students. Results revealed that there was a significant main effect of gender on mean mathematics self-efficacy scores, attitude scores, anxiety scores and mathematics achievement. However, school type did not have significant main effect on mean self-efficacy scores, anxiety scores, and achievement scores but have significant effect on attitude scores. Findings also supported that self-efficacy, anxiety, attitude, gender and school type significantly predicted the achievement scores of seventh grade students.

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“…Trait math anxiety is assessed in the present study. Since low math scores could also lead to math anxiety (Ma and Xu 2004), a reciprocal relation between math performance and math anxiety can be assumed and is supported by meta-analysis (Hembree 1990).…”

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confidence: 99%

An investigation of boys’ and girls’ emotional experience of math, their math performance, and the relation between these variables

Erturan

Jansen

2015

Eur J Psychol Educ

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Gender differences in children's emotional experience of math, their math performance, and the relation between these variables were investigated in two studies. In Study 1, test anxiety, math anxiety, and math performance (whole-number computation) were measured in 134 children in grades 3-8 (ages 7-15 years). In Study 2, perceived math competence, math anxiety, and math performance (whole-number computation) were measured in 208 children in grades 3-6 (ages 8-13 years) using data from the study of Jansen et al. (Learning and Individual Differences, 24, 190-197, 2013). Gender differences occurred only in test anxiety (boys had lower test anxiety than girls). Concerning the relationship between emotional experience of math and math performance, math anxiety and math performance were negatively related, but only for girls, even when controlled for test anxiety (Study 1). However, only the relation between perceived math competence and math performance was significant in Study 2, for both boys and girls. The relation between math anxiety and math performance was not significant in this study after controlling for perceived math competence. Therefore, we might conclude that perceived math competence is a crucial variable when investigating children's emotional experience concerning math.Keywords Gender . Math performance . Age groups . Mathanxiety . Perceived math competence Developing adequate math skills is important. Math is not only merely an important factor for success in natural sciences such as physics and chemistry but also to function adequately in daily life. Although gender differences have decreased and some studies suggest that there are almost no gender differences in levels of math achievement (Else-Quest et al.

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The causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis

Cited by 358 publications

References 35 publications

Separating math from anxiety: The role of inhibitory mechanisms

Separating math from anxiety: The role of inhibitory mechanisms

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

An investigation of boys’ and girls’ emotional experience of math, their math performance, and the relation between these variables

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