Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school

Gunderson, Elizabeth A.; Park, Daeun; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C.

doi:10.1080/15248372.2017.1421538

Cited by 191 publications

(238 citation statements)

References 73 publications

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“…Other studies however, seem to disprove this assumption by demonstrating a negative influence of MA in primary school grades, assessed through a mixture of state-and trait-MA i components. The discovered correlations ranged from low (-.19) to moderate (-.35) coefficients and have been similarly observed in first grade students (Cargnelutti et al, 2017;Caviola et al, 2017;Ganley & McGraw, 2016;Gunderson et al, 2018;Harari et al, 2013;Punaro & Reeve, 2012;Ramirez et al, 2013;Ramirez et al, 2016;Vukovic et al, 2013). However, not all children reporting MA showed low math achievement.…”

Section: The Math Anxiety-performance Linksupporting

confidence: 61%

“…On the basis of studies that did not find a MA-performance link in the first years of school (Haase et al, 2012;Krinzinger et al, 2007;Krinzinger et al, 2009;Thomas & Dowker, 2000;Wood et al, 2012) the assumption was made that such relationships do not occur until secondary school (Dowker, 2005). This assumption is con- Orbach,Herzog,& Fritz 389 trary to studies reporting low to moderate negative correlations in primary school students (Cargnelutti et al, 2017;Caviola et al, 2017;Ganley & McGraw, 2016;Gunderson et al, 2018;Harari et al, 2013;Punaro & Reeve, 2012;Ramirez et al, 2013;Ramirez et al, 2016;Vukovic et al, 2013). As seen in Table 11, previous research findings differ in regard to operationalising trait-MA and/or statelike-MA.…”

Section: Discussionmentioning

confidence: 90%

“…Children with performance goals are especially vulnerable to this effect (Gunderson et al, 2018). At this point, it…”

Section: The Math Anxiety-performance Linkmentioning

confidence: 99%

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Relation of state- and trait-math anxiety to intelligence, math achievement and learning motivation

2019

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This study investigates math anxiety (MA) by comparing trait-components of MA with real-time assessments of situational anxiety responses (state-components) in children. The research to date on MA in children is somewhat disparate in regard to methodology, and firm conclusions regarding the relation of MA to intelligence, math achievement and learning motivation are not readily drawn. Typically, the measures used in the MA research have differed by operationalizing either trait-MA and/or state- (or statelike)-MA, but have failed to compare the implications of their respective assumptions and the significance of their findings. Trait-MA and state-MA, self-ratings of math skills, attitudes towards mathematics, math achievement, the social anxiety, test anxiety, learning motivation and intelligence of 1,179 students (48.1% girls) from grades 4 and 5, were assessed. The findings yield evidence of a pronounced state-trait discrepancy. A negative correlation between state-MA and math achievement was observed for all intelligence levels, even when controlling for test- and social-anxiety traits, while there was no negative relation between trait-MA and achievement. State-MA was associated with lower intelligence, lower self-ratings, more negative attitudes, higher performance avoidance and work avoidance goals. In contrast, trait-MA was slightly related to higher mastery approach goals. The failure to adequately differentiate between state- and trait-based research into MA appears to be one reason for key inconsistencies between research findings and warrants further investigations.

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Section: The Math Anxiety-performance Linksupporting

confidence: 61%

Section: Discussionmentioning

confidence: 90%

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Relation of state- and trait-math anxiety to intelligence, math achievement and learning motivation

2019

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“…Follow up research should examine whether early performance around spatial relevant tasks contributes to growth in spatial anxiety or whether spatial anxiety derails the student performance outcomes for spatial tasks. Recent research in the comparable domain of math anxiety (e.g., Foley et al, 2017), leads us to theorize that there is likely a bidirectional relation between spatial anxiety and performance on spatial tasks with some work suggesting the ability to anxiety relation is likely stronger than the anxiety to ability relation (Gunderson, Park, Maloney, Beilock, & Levine, 2017;Ma & Xu, 2004;Ramirez, Fries, et al, 2017;Ramirez et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Spatial anxiety: A novel questionnaire with subscales for measuring three aspects of spatial anxiety

et al. 2018

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Spatial skills are a strong predictor of achievement and pursuit of employment in STEM fields. However, some individuals experience anxiety arising from situations that require performing spatial tasks in an evaluative context, and as a result, may avoid spatial related mental activities and exposure to spatially relevant experiences. We sought to generate and validate an instrument capable of reliably measuring individual differences in experiences of spatial anxiety. We developed a spatial anxiety data-driven approach, wherein an exploratory factor analysis was conducted within the framework for different types of spatial skills outlined by Uttal et al. (2013; https:// doi.org/10.1037/a0028446). In Study 1, factor analyses revealed that items loaded on three factors that corresponded well with some of the most common spatial abilities that have been discussed in the broader literature: navigation, mental-manipulation and imagery. The three subscales were high in internal reliability and between-scale selectivity. Study 2 then established that external validity was good for the navigation and manipulation subscales: higher anxiety ratings uniquely predicted lower objective performance and lower attitude/ability ratings on established measures within the respective subdomains. External validity was acceptable for the imagery subscale, uniquely predicting lower attitude/ability ratings on an established spatial imagery questionnaire. The overall result is an empirically validated Spatial Anxiety scale for use with adults that also respects the multifaceted nature of spatial processing. This questionnaire has the potential to provide a more comprehensive screening tool for spatial anxiety, and is a step toward identifying potential barriers to STEM education.

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“…However, intrinsic motivation can move students forward to obtain better performance in this area. This variation between success and failure is identified from the knowledge acquired during high school (Arnold & Straten, 2012;Gunderson, Park, Maloney, Beilock & Levine, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Anxiety toward Math: A Descriptive Analysis by Sociodemographic Variable

2019

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The following analysis provides evidence from the comparative levels of anxiety towards mathematics of the variables from the categories presented by the AMARS and sociodemographic variables as well. A sample of 381 economics students in Mexico answered the survey. For data analysis, descriptive statistics (x , Sd.) was carried out and to identify if there are significant differences of means in the sociodemographic variables, the ANOVA analysis was carried out. Although in general the anxiety towards mathematics presented in Mexican economics students is "very little", in the dimension of mathematical evaluation the results of the descriptive analysis show that economics students from the south of Mexico have more anxiety than students from other regions. Regarding gender, women feel more anxiety than men towards mathematics evaluation. Likewise, students from public institutions show greater anxiety towards mathematics in the evaluation processes than those belonging to private. Finally, ANOVA test showed that the variable Region showed values less than 0.05 in two of three dimensions (ANXTASK and ANXCOUR). The ANXEVAL dimension showed values < 0.05 in the variable Gender as the ANXEVAL and ANXCOUR showed values < 0.05 in the variable University, this because there is a difference in means.

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Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school

Cited by 191 publications

References 73 publications

Relation of state- and trait-math anxiety to intelligence, math achievement and learning motivation

Relation of state- and trait-math anxiety to intelligence, math achievement and learning motivation

Spatial anxiety: A novel questionnaire with subscales for measuring three aspects of spatial anxiety

Anxiety toward Math: A Descriptive Analysis by Sociodemographic Variable

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