6533b7dcfe1ef96bd1272931
RESEARCH PRODUCT
Development of math anxiety and its longitudinal relationships with arithmetic achievement among primary school children
Pilvi PeuraRiikka SorvoHelena ViholainenAro TuijaAsko TolvanenEija RäikkönenTuire KoponenMikko Arosubject
Social Psychologyeducationbehavioral disciplines and activitiesMathematical anxietyprimary schoolEducationEducational supportmental disordersDevelopmental and Educational Psychologymedicinematemaattiset taidotta516ahdistus0501 psychology and cognitive sciencesArithmeticmathematical skillsta5154. Education05 social scienceslongitudinal studymath anxiety050301 educationAnxietymedicine.symptomPsychology0503 educationpsychological phenomena and processes050104 developmental & child psychologydescription
Abstract The aim of this study is to examine the development of two separable aspects of math anxiety, anxiety about math-related situations and anxiety about failure in math, and their cross-lagged relationship with arithmetic achievement. The mean level of anxiety about math-related situations decreased among second, third, and fourth graders, and the level of anxiety about failure in math declined among third, fourth, and fifth graders. The rank-order of individuals was more stable in arithmetic achievement than in either aspect of math anxiety. Arithmetic achievement predicted later anxiety about failure in math, but neither aspect of math anxiety predicted later achievement. The results underline the importance of paying attention to math anxiety because anxiety about math-related situations seems to be as stable in primary school as it is in secondary school students . It is important to provide sufficient educational support and take into account affective factors related to learning from the beginning of schooling.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2019-01-01 | Learning and Individual Differences |