ERIC Number: EJ1084263
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 28
Experiencing More Mathematics Anxiety than Expected? Contrasting Trait and State Anxiety in High Achieving Students
Roos, A.-L.; Bieg, M.; Goetz, T.; Frenzel, A. C.; Taxer, J.; Zeidner, M.
High Ability Studies, v26 n2 p245-258 2015
This study examined mathematics anxiety among high and low achieving students (N = 237, grades 9 and 10) by contrasting trait (habitual) and state (momentary) assessments of anxiety. Previous studies have found that trait anxiety measures are typically rated higher than state measures. Furthermore, the academic self-concept has been identified to play a moderating role in the trait-state discrepancy, with higher academic self-concept leading to a lower discrepancy (i.e. less overestimation of trait anxiety if state assessments reflect actual experience). Therefore, we assumed that high achievers who were expected to have high academic self-concepts would exhibit a smaller trait-state discrepancy than low achievers. Results confirmed these assumptions and revealed that high achievers even underestimated their trait anxiety. Implications are discussed.
Descriptors: Mathematics Anxiety, Mathematics Instruction, High Achievement, Grade 9, Grade 10, Secondary School Students, Self Concept, Emotional Response, Foreign Countries, Low Achievement, Questionnaires, Diaries, Likert Scales, Regression (Statistics), Student Characteristics
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools; Grade 10
Authoring Institution: N/A
Identifiers - Location: Germany
Identifiers - Assessments and Surveys: Self Description Questionnaire