NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1008332
Record Type: Journal
Publication Date: 2013-Apr
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1041-6080
The Influence of Experiencing Success in Math on Math Anxiety, Perceived Math Competence, and Math Performance
Jansen, Brenda R. J.; Louwerse, Jolien; Straatemeier, Marthe; Van der Ven, Sanne H. G.; Klinkenberg, Sharon; Van der Maas, Han L. J.
Learning and Individual Differences, v24 p190-197 Apr 2013
It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3-6) were distributed over a control and three experimental conditions in which they used the program for six weeks. Experimental conditions differed in pre-set success rate. Math anxiety, perceived math competence, and math performance were assessed before and after the practice period. Math anxiety scores improved equally in all conditions. Improvement on perceived math competence was modest. Math performance, however, only improved in the experimental conditions. Moreover, the higher the pre-set success rate, the more problems were attempted, and the larger the improvement in math performance, suggesting that success in math leads to more practice and thus to higher math performance. (Contains 3 tables and 3 figures.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5; Grade 6; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A