Antecedents of science anxiety in elementary school

Henschel, Sofie

doi:10.1080/00220671.2021.1922989

Cited by 9 publications

(12 citation statements)

References 61 publications

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“…In support of Hypothesis 3, the present study showed that math anxiety positively correlated with science anxiety, test anxiety, and general anxiety (see Table 4). This finding supported the suggestion that math anxiety shares some similar features with general anxiety (e.g., Ashcraft, 2002), test anxiety (e.g., Hembree, 1990), and science anxiety (Henschel, 2021). Importantly however, in support of Hypothesis 4, the present results showed modest or weak partial correlations between m-AMAS scores and these different forms of anxiety when gender, general anxiety, test anxiety, science anxiety, and math achievement were controlled (see Table 5).…”

Section: Discussionsupporting

confidence: 87%

“…A large body of studies have shown that math anxiety is associated with a range of biological (e.g., genetic), educational (teaching and scholastic experiences), cognitive (e.g., working memory deficits), and neural factors (e.g., less activity in the frontal and parietal brain areas; Dowker et al, 2016 ). Although some studies suggest that math anxiety shares similar features with other forms of anxiety such as general anxiety ( Hembree, 1990 ; O'Leary et al, 2017 ), test anxiety ( Dew and Galassi, 1983 ; Hembree, 1990 ), and science anxiety ( Henschel, 2021 ), others report that math anxiety is a separate and distinct construct ( Vukovic et al, 2013 ; Carey et al, 2016 , 2017 ; O'Leary et al, 2017 ). However, to the best or our knowledge, no previous study put together these different forms of anxiety in education to examine their differential associations with math anxiety.…”

Section: Introductionmentioning

confidence: 99%

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The Arabic version of the modified-abbreviated math anxiety scale: Psychometric properties, gender differences, and associations with different forms of anxiety and math achievement

2023

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BackgroundThis study examined the psychometric properties (factor structure, measurement invariance, convergent and criterion validity, inter-correlations, and reliabilities) of an Arabic version of the modified-Abbreviated Math Anxiety Scale (m-AMAS) and gender differences in math anxiety in an Arabic speaking Middle Eastern country, Qatar.MethodsA large sample of students in grade 7 to 10 (N = 731) completed the m-AMAS, three different scales to measure science anxiety, test anxiety, and general anxiety, as well as a scholastic math achievement test.ResultsThe two-factor structure of the m-AMAS was confirmed, with good to adequate reliabilities, and its compositional measurement invariance was established across girls and boys in the four grades. In addition, math anxiety correlated positively with science anxiety, test anxiety, and general anxiety. Regression analyses showed that math anxiety was negatively associated with math achievement, even when test anxiety, science anxiety, and general anxiety were considered. Furthermore, girls showed higher math anxiety than boys.ConclusionThese adequate psychometric properties of the Arabic m-AMAS suggest that the construct of math anxiety has a cross-cultural similarity.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

The Arabic version of the modified-abbreviated math anxiety scale: Psychometric properties, gender differences, and associations with different forms of anxiety and math achievement

2023

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“…However, no previous studies have examined a joint factor structure between math anxiety and science anxiety. Intuitively, Henschel (2021) suggested that math anxiety and science anxiety might share similar features. Therefore future studies need to investigate whether math anxiety and science anxiety could be involved in a single concept or represent distinct constructs.…”

Section: Discussionmentioning

confidence: 99%

The impacts of math anxiety, science anxiety, and gender on arts versus sciences choices in Qatari secondary schools

Megreya¹,

Al‐Emadi²

2023

PeerJ

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Previous studies showed small-to-moderate associations between students’ performances in math and science and math anxiety and science anxiety, respectively. Accordingly, the high prevalence of these two forms of topic anxiety represent severe obstructions to the worldwide demand calling for improving the quality of math and science achievements and, subsequently, increasing career success in science, technology, engineering, and math (STEM) domains. Therefore, this study examined math anxiety and science anxiety among female and male students who were enrolled in Sciences vs Arts tracks in Grades 11 and 12 in a Middle Eastern Arabic-speaking country (Qatar), and investigated how gender, math anxiety and science anxiety could predict this enrollment. Results showed that students in the Arts track experienced higher levels of math anxiety and science anxiety than those in the Sciences track, regardless of the students’ gender. However, a binary logistic regression analysis showed that science learning anxiety, but not evaluation science anxiety nor math learning or evaluation anxieties, significantly predicts students’ enrollment in Arts and Sciences tracks. Therefore, STEM career success is associated with good knowledge of STEM domains and positive emotions towards math and science.

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“…Based on the CVT, a multitude of studies have been conducted in recent years. Nevertheless, the majority of these studies have centered on mathematics ( Boehme et al, 2017 ; Putwain et al, 2018 , 2021 ; Held and Hascher, 2022 ) and science ( Mercan, 2020 ; Beymer et al, 2021 ; Henschel, 2021 ). Apart from the numerous studies pertaining to second language emotions ( Shao et al, 2020a ; Yu, 2021 ), it was not until recent years that completely CVT-based studies started to emerge.…”

Section: Introductionmentioning

confidence: 99%

A qualitative analysis of control-value appraisals, positive achievement emotions, and EFL performance in a Chinese senior high school context

Yu¹,

Wu²,

Zhao³

2022

Front. Psychol.

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Based on the control-value theory (CVT), this study qualitatively investigated the relationship between control-value appraisals, achievement emotions (mainly enjoyment, pride, and hope), and English-as-a-foreign-language (EFL) performance, and explored other antecedents of achievement emotions in addition to control-value appraisals. Data were collected from six Chinese high school students through two semi-structured interviews and one focus group discussion. With thematic analysis, data were analyzed under the framework of the CVT using NVivo 11.0. Results indicate that high perceived control, high perceived extrinsic, and intrinsic values were interactively associated with enjoyment, pride, and hope. Low perceived control, high perceived extrinsic value, and low perceived intrinsic value were interactively associated with fewer positive achievement emotions (only hope) and more negative achievement emotions like fear. High perceived control, high perceived extrinsic value, and low perceived intrinsic value were interactively associated with fewer positive achievement emotions (only pride), and more negative achievement emotions like anguish. Besides, positive achievement emotions were positively associated with EFL performance, while negative achievement emotions were negatively associated with EFL performance. Moreover, factors inside the classroom, factors outside the classroom, and personal factors were found to be the antecedents of achievement emotions in EFL learning.

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Antecedents of science anxiety in elementary school

Cited by 9 publications

References 61 publications

The Arabic version of the modified-abbreviated math anxiety scale: Psychometric properties, gender differences, and associations with different forms of anxiety and math achievement

The Arabic version of the modified-abbreviated math anxiety scale: Psychometric properties, gender differences, and associations with different forms of anxiety and math achievement

The impacts of math anxiety, science anxiety, and gender on arts versus sciences choices in Qatari secondary schools

A qualitative analysis of control-value appraisals, positive achievement emotions, and EFL performance in a Chinese senior high school context

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