Reciprocal Relationships between Math Self-Concept and Math Anxiety

Autor/inn/en	Ahmed, Wondimu; Minnaert, Alexander; Kuyper, Hans; van der Werf, Greetje
Titel	Reciprocal Relationships between Math Self-Concept and Math Anxiety
Quelle	In: Learning and Individual Differences, 22 (2012) 3, S.385-389 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2011.12.004
Schlagwörter	Grade 7; Mathematics Anxiety; Self Concept; Correlation; Measures (Individuals); Structural Equation Models; Academic Ability; Student Attitudes + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; Selbstkonzept; Korrelation; Messdaten; Schülerverhalten
Abstract	The present study examined the reciprocal relationships between self-concept and anxiety in mathematics. A sample of 495 grade 7 students (51% girls) completed self-report measures assessing self-concept and anxiety three times in a school year. Structural equation modeling was used to test a cross-lagged panel model of reciprocal effects between math self-concept and math anxiety. The analysis showed a reciprocal relationship between self-concept and anxiety in math (i.e., higher self-concept leads to lower anxiety, which in turn, leads to higher self-concept). However, the magnitude of the path from anxiety to self-concept is almost half of that from self-concept to anxiety. Overall, the results provide empirical support for the theoretical notion that math self-concept and math anxiety are reciprocally related. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10