Math Anxiety and Its Relationship with Basic Arithmetic Skills among Primary School Children

Autor/inn/en	Sorvo, Riikka; Koponen, Tuire; Viholainen, Helena; Aro, Tuija; Räikkönen, Eija; Peura, Pilvi; Dowker, Ann; Aro, Mikko
Titel	Math Anxiety and Its Relationship with Basic Arithmetic Skills among Primary School Children
Quelle	In: British Journal of Educational Psychology, 87 (2017) 3, S.309-327 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12151
Schlagwörter	Mathematics Anxiety; Arithmetic; Elementary School Students; Incidence; Task Analysis; Factor Analysis; Failure; Structural Equation Models; Correlation + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Vorkommen; Aufgabenanalyse; Faktorenanalyse; Korrelation
Abstract	Background: Children have been found to report and demonstrate math anxiety as early as the first grade. However, previous results concerning the relationship between math anxiety and performance are contradictory, with some studies establishing a correlation between them while others do not. These contradictory results might be related to varying operationalizations of math anxiety. Aims: In this study, we aimed to examine the prevalence of math anxiety and its relationship with basic arithmetic skills in primary school children, with explicit focus on two aspects of math anxiety: anxiety about failure in mathematics and anxiety in math-related situations. Sample: The participants comprised 1,327 children at grades 2-5. Methods: Math anxiety was assessed using six items, and basic arithmetic skills were assessed using three assessment tasks. Results: Around one-third of the participants reported anxiety about being unable to do math, one-fifth about having to answer teachers' questions, and one tenth about having to do math. Confirmatory factor analysis indicated that anxiety about math-related situations and anxiety about failure in mathematics are separable aspects of math anxiety. Structural equation modelling suggested that anxiety about math-related situations was more strongly associated with arithmetic fluency than anxiety about failure. Anxiety about math-related situations was most common among second graders and least common among fifth graders. Conclusions: As math anxiety, particularly about math-related situations, was related to arithmetic fluency even as early as the second grade, children's negative feelings and math anxiety should be identified and addressed from the early primary school years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01