Mathematics Anxiety and Coping Strategies among Middle School Students: Relations with Students' Achievement Goal Orientations and Level of Performance

Autor/in	Skaalvik, Einar M.
Titel	Mathematics Anxiety and Coping Strategies among Middle School Students: Relations with Students' Achievement Goal Orientations and Level of Performance
Quelle	In: Social Psychology of Education: An International Journal, 21 (2018) 3, S.709-723 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-018-9433-2
Schlagwörter	Mathematics Anxiety; Coping; Middle School Students; Academic Achievement; Goal Orientation; Case Studies; Correlation; Structural Equation Models; Grades (Scholastic); Mathematics Instruction; Predictor Variables; Foreign Countries; Questionnaires; Statistical Analysis; Norway + Suchen Sie Ihr Suchwort? Bewältigung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Zielorientierung; Zielvorstellung; Case study; Fallstudie; Case Study; Korrelation; Notenspiegel; Mathematics lessons; Mathematikunterricht; Prädiktor; Ausland; Fragebogen; Statistische Analyse; Norwegen
Abstract	The purpose of this study was to explore relations between students' prior grades in mathematics, achievement goal orientations in math classes, math anxiety, and students coping strategies in math classes. Three achievement goal orientations (mastery goals, performance-approach goals, and performance-avoidance goals) and two coping strategies (problem-focused and self-protective strategies) were explored. Participants in the study were 939 middle school students. The study was designed as a cross-sectional survey. Data were analyzed by means of zero order correlations and structural equation modeling. The correlations between the three goal perspectives and between the two coping strategies were low. A mastery goal perspective strongly predicted the use of adaptive problem-focused coping strategies whereas this perspective predicted lower levels of math anxiety and less use of maladaptive self-protective coping strategies. A performance-avoidance goal perspective predicted higher math anxiety and more use of self-protective coping strategies. Performance-approach goals were not significantly related to math anxiety or to self-protective coping strategies. However, they were weakly and negatively associated with problem-focused coping strategies. Prior math grades were positively associated with mastery goals and performance-approach goals and negatively associated with performance-avoidance goals and math anxiety. No direct associations were found between grades and the coping strategies. The associations were indirect, mediated through mastery goals, performance-avoidance goals, and math anxiety. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01