Relationships of mathematics performance, control and value beliefs with cognitive and affective math anxiety

The Role of Anxiety in the Relationship between Self-efficacy and Math Achievement

“…These results are in line with past research (Guay et al, 2003;Marsh & Martin, 2011;Rosário et al, 2012;Stevens et al, 2004;Tosto et al, 2016;Valentine et al, 2004). Data regarding the covariables in this study are also in line with existing research (e.g., Henschel & Roick, 2017;Hill et al, 2016;Ho et al, 2000;Utsumi & Mendes, 2000;Williams et al, 2016) in that girls, despite reporting lower perceived math ability than boys, exhibit better math achievement. However, both boys and girls, as they go up through the school years, report lower anxiety and exhibit lower math achievement.…”

“…While in our study the relationship between PMA and ANX is positive, with a large effect size, indicating that the greater the PMA, the higher the ANX, other studies have found it to be negative (e.g., Jain & Dowson, 2009;Kvedere, 2014). Similarly, the relationship between ANX and MATH was positive in our study, albeit with a small effect size, whereas other studies have found it to be negative (e.g., Ashcraft & Moore, 2009;Henschel & Roick, 2017;Ikegulu, 2003;Ma, 1999;Maloney & Beilock, 2012;Ramirez et al, 2016;Suárez-Pellicioni et al, 2015). This sequence of negative relationships was interpreted to mean that the more confidence a student had in their ability to complete math tasks well, the less anxious they would feel when faced with similar tasks in the future, and the less anxious they feel, the better their math achievement.…”

“…the less anxiety, and vice versa), and that anxiety is negatively related with mathematical performance (e.g., Henschel & Roick, 2017;Ikegulu, 2003;Ma, 1999;Suárez-Pellicioni et al, 2015). Thus, acknowledging these findings it is possible to antecipate that anxiety plays a mediating role in the relationship between perceived competence and mathematical performance.…”

“…In summary, a negative, significant relationship has consistently been found between math anxiety and math performance, from -.27 to -.34 (e.g., Henschel & Roick, 2017;Ma, 1999;Suárez-Pellicioni et al, 2015). Compared to their less anxious classmates, students with high levels of math anxiety demonstrate lower math self-efficacy and poorer math skills (Ashcraft & Moore, 2009).…”

“…Finally, various studies have shown that this relationship is moderated by gender. Recently, Henschel and Roick (2017) found that perceived competence interacted with gender in the determination of differences in math anxiety.…”