Development of math anxiety and its longitudinal relationships with arithmetic achievement among primary school children

Sorvo, Riikka; Koponen, Tuire; Viholainen, Helena; Aro, Tuija; Räikkönen, Eija; Peura, Pilvi; Tolvanen, Asko; Aro, Mikko

doi:10.1016/j.lindif.2018.12.005

Cited by 50 publications

(48 citation statements)

References 46 publications

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“…Up to date, there are very few longitudinal studies looking at MA and math achievement, and their findings suggest that early math achievement is more likely to influence MA than vice versa (see Cargnelutti et al, 2017 ; Gunderson et al, 2018 ; Sorvo et al, 2019 ). Cargnelutti et al (2017) followed children from second to third grade and tested their mathematical performance (average scores of written computation, word problems, and the MAT-2 module Number) and MA.…”

Section: Introductionmentioning

confidence: 99%

“…It is worth noting, however, that the impact of early mathematical achievement on later MA was much stronger than the effect of early MA on later mathematical achievement. A third study that has shed light on the relationship between MA and mathematical achievement is that of Sorvo et al (2019) . Over a period of a year they studied MA and mathematical achievement in second and fifth grade students and discovered that low arithmetic achievement predicted later MA.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, in the present study, we assessed whether performance in basic numerical skills in pre-school and second grade mediates the relationship between SES and MA. We study the longitudinal effect of basic numerical skills based on evidence that the effect of SES and MA on mathematical performance differs over time ( Jordan et al, 2010 ; Sorvo et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Longitudinal Performance in Basic Numerical Skills Mediates the Relationship Between Socio-Economic Status and Mathematics Anxiety: Evidence From Chile

2021

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Socio-economic status (SES) and mathematical performance seem to be risk factors of mathematics anxiety (MA) in both children and adults. However, there is little evidence about how exactly these three constructs are related, especially during early stages of mathematical learning. In the present study, we assessed longitudinal performance in symbolic and non-symbolic basic numerical skills in pre-school and second grade students, as well as MA in second grade students. Participants were 451 children (average pre-school age = 5 years, 6 months) from 12 schools in Chile, which differed in school vulnerability index (SVI), an indicator of SES. We tested an explanatory model of MA that included SES and longitudinal performance in basic numerical skills as predictors. The results showed a direct effect of SES on MA and a mediating effect of performance in symbolic and non-symbolic comparison tasks in pre-school. However, in second grade, only performance in symbolic comparison significantly mediated the SES-MA relationship. These findings suggest that performance in non-symbolic comparison plays an important role in explaining MA at initial stages, but that its influence is no longer significant by the time children reach formal instruction in second grade. By contrast, as children’s formal educational experience in mathematics increases, MA becomes linked primarily to symbolic numerical tasks. In sum, SES affects MA and this is due in part to the effect of SES on the development of numerical learning in pre-school, which in turn has an impact on subsequent, more complex learning, ultimately leading to differences in MA. We discuss the implications of these findings for preventing and acting upon the emergence of MA.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Longitudinal Performance in Basic Numerical Skills Mediates the Relationship Between Socio-Economic Status and Mathematics Anxiety: Evidence From Chile

2021

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“…Mathematics is one of the subjects taught at all levels of education and is the subject that mostly raises anxiety for many students starting from the elementary school level (Ramirez, Chang, Maloney, Levine, & Beilock, 2016;Ramirez, Gunderson, Levine, & Beilock, 2013;Sorvo et al, 2019), secondary schools (Birgin, Baloglu, Çatlioglu, & Gürbüz, 2010;Lague, Eakin, & Dykeman, 2019) to universities (Haynes, Mullins, & Stein, 2004;Nunez-Pena, Suarez-Pellicioni, & Bono, 2013). Ashcraft (2002) says that mathematics anxiety (MA) is generally defined as feeling tense or fear that disrupts performance in mathematics.…”

Section: Introductionmentioning

confidence: 99%

An Investigation On Pre-Service Elementary School Teachers’ Mathematics Anxiety

Rahayu

Mustadi

Sarjiman

2019

ajpm

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The aims of this study are to (1) determine the level of mathematics anxiety (MA) of pre-service elementary school teachers, (2) compare the MA among pre-service elementary school teachers in terms of gender, and (3) compare the MA among pre-service elementary school teachers in terms of the semester. This research employed a quantitative approach with comparative research design. In addition, the samples were 498 pre-service elementary school teachers. The instrument used is the Revised-Mathematics Anxiety Survey (R-MANX) developed by Bursal and Paznokas (2006). R-MANX consists of 30 statement of a 5-point Likert scale. The data analysis was processed using one-way ANOVA assisted by SPSS version 23. The findings reveal that the MA of pre-service elementary school teachers is high. Further, it is revealed that there is no significant MA difference between male and female pre-service elementary school teachers. Also, there is no significance of MA difference among pre-service elementary school teachers who are in 2nd semester, 4th semester, and 6th semester. Therefore, the results of this research imply that MA can affect pedagogical competence of a teacher and it could have an impact on the way the teacher manages the class.

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“…minderung beschreiben (Sorvo et al 2019). Gemeinhin wird jedoch angenommen, dass PA und Leistung in einem reziprok negativen Zusammenhang stehen (u. a.…”

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Prüfungsangst in Mathematik am Ende der Grundschulzeit: Entwicklung und Interaktionen mit Leistung und Selbstkonzept

2021

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ZusammenfassungDieser Beitrag prüft die Entwicklung der Prüfungsangst und deren Effekt auf die Leistungsentwicklung unter zusätzlicher Berücksichtigung des akademischen Selbstkonzepts anhand einer Stichprobe von N = 725 Grundschulkindern vom Ende des dritten bis Ende des vierten Schuljahres. Die Prüfungsangst fällt im untersuchten Zeitraum leicht ab und weist dabei eine mittlere korrelative Stabilität auf. CLP Analysen zeigen einen reziproken Zusammenhang von Prüfungsangst und Leistung. Werden diese Analysen für anhand einer latenten Profilanalyse identifizierten Klassen (relatives hohes, mittleres, geringes Selbstkonzept) durchgeführt, zeigen sich differenziertere Ergebnisse: Prüfungsangst ist bei Schüler*innen mit geringen Selbstkonzepten am höchsten und steigt außerdem an, während sie bei jenen mit hohen Selbstkonzepten geringer ausfällt und zusätzlich sinkt. Bei kompetenzüberzeugten Schüler*innen erweist sich die Prüfungsangst als negativer Prädiktor für Leistung, während sich die Effekte für diejenigen mit geringen Selbstkonzepten umkehren. Für Schüler*innen mit mittleren Selbstkonzepten zeigen sich keine Veränderungen in der Ausprägung der Prüfungsangst und keine Effekte mit der Leistung.

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Development of math anxiety and its longitudinal relationships with arithmetic achievement among primary school children

Cited by 50 publications

References 46 publications

Longitudinal Performance in Basic Numerical Skills Mediates the Relationship Between Socio-Economic Status and Mathematics Anxiety: Evidence From Chile

Longitudinal Performance in Basic Numerical Skills Mediates the Relationship Between Socio-Economic Status and Mathematics Anxiety: Evidence From Chile

An Investigation On Pre-Service Elementary School Teachers’ Mathematics Anxiety

Prüfungsangst in Mathematik am Ende der Grundschulzeit: Entwicklung und Interaktionen mit Leistung und Selbstkonzept

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