A Multidimensional Examination of Math Anxiety and Engagement on Math Achievement

Autor/inn/en	Quintero, Michaela; Hasty, Leslie; Li, Tianyu; Song, Seowon; Wang, Zhe
Titel	A Multidimensional Examination of Math Anxiety and Engagement on Math Achievement
Quelle	In: British Journal of Educational Psychology, 92 (2022) 3, S.955-973 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Zhe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12482
Schlagwörter	Mathematics Achievement; Mathematics Anxiety; Learner Engagement; Correlation; Longitudinal Studies; Elementary School Students; Achievement Tests; Rating Scales; Measures (Individuals); Self Evaluation (Individuals); Student Attitudes; Grade 4; Grade 5; Grade 6; Comparative Analysis; Woodcock Johnson Tests of Achievement; Mathematics Anxiety Rating Scale + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rating-Skala; Messdaten; Schülerverhalten; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	Background: Math anxiety (MA) and math achievement are generally negatively associated. Aims: This study investigated whether and how classroom engagement behaviors mediate the negative association between MA and math achievement. Sample: Data were drawn from an ongoing longitudinal study that examines the roles of affective factors in math learning. Participants consisted of 207 students from 4th through 6th grade (50% female). Methods: Math anxiety was measured by self-report using the Mathematics Anxiety Scale for Children (Chiu & Henry, 1990, "Measurement and valuation in Counseling and Development," 23, 121). Students self-reported their engagement in math classrooms using a modified version of the Math and Science Engagement Scale (Wang et al., 2016, "Learning and Instruction," 43, 16). Math achievement was assessed using the Applied Problem, Calculations, and Number Matrices subtests from the Woodcock-Johnson IV Tests of Achievement (Schrank et al., 2014, "Woodcock-Johnson IV Tests of Achievement." Riverside). Mediation analyses were conducted to examine the mediating role of classroom engagement in the association between MA and math achievement. Results: Students with higher MA demonstrated less cognitive-behavioral and emotional engagement compared to students with lower MA. Achievement differences among students with various levels of MA were partly accounted for by their cognitive-behavioral engagement in the math classroom. Conclusions: Overall, students with high MA exhibit avoidance patterns in everyday learning, which may act as a potential mechanism for explaining why high MA students underperform their low MA peers. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11