Transition of latent classes of children’s mathematics anxiety in primary school and the distinctive effects of parental educational involvement: A three-wave longitudinal study

Abstract

mathematics anxiety. This study confirmed that the dynamic developmental bio−psycho−social model hypothesized that different individuals were affected by the different interaction of individual factors and environmental factors, and there were heterogeneity and dynamics in the developmental trajectories of individual mathematics anxiety. In view of this, parents or teachers should use different teaching methods for different subtypes of mathematics anxiety in mathematics learning. In addition, future researchers should consider individual heterogeneity of mathematics anxiety.

Differences in the effect of adolescents’ strategies for expressing academic emotions on academic emotions and peer acceptance in competitive and cooperative situations

“…Second, academic emotions are domain-specific ( Xu and Gong, 2009 ), so academic emotional experiences may differ for students in various disciplines. For example, math anxiety is common among students in math subjects ( Si et al, 2022 ); therefore, future research should focus on specific disciplines to explore the impact of strategies for expressing emotion on individual learning and other aspects. Third, given that the average arousal level of positive academic emotions is higher than that of negative academic emotions, which could potentially impact the internal validity of the Study 1, it is advisable to consider employing more representative experimental material for further in-depth investigation in future studies.…”

Estudio longitudinal de la ansiedad escolar en niños chilenos de educación primaria

“…Actualmente, desde esta perspectiva, se destacan las asociaciones entre ansiedad escolar y rendimiento escolar (Legkauskas et al, 2019), en especial hacia las matemáticas, cuyas trayectorias de desarrollo resultan heterogéneas y dinámicas cambian con el tiempo dependiendo de los distintos subtipos de individuos y la participación educativa de los padres (Si et al, 2022;Sorvo et al, 2019). En este mismo ámbito, los estudios de Legkauskas & Magelinskaitė-Legkauskienė (2021) examinan en un tercer grado de primaria para saber si la competencia social al momento de ingresar a la escuela primaria predice el ajuste escolar después de dos años.…”