ERIC Number: EJ1168313
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Reciprocal Relations among Motivational Frameworks, Math Anxiety, and Math Achievement in Early Elementary School
Gunderson, Elizabeth A.; Park, Daeun; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C.
Journal of Cognition and Development, v19 n1 p21-46 2018
School-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st and 2nd graders' (N = 634) math achievement, motivational frameworks, and math anxiety 2 times, 6 months apart. Cross-lagged path analyses showed reciprocal relations between math anxiety and math achievement and between motivational frameworks and math achievement. Entity motivational frameworks predicted higher math anxiety. High math achievement was a particularly strong predictor of lower math anxiety and less entity-oriented motivational frameworks. We concluded that reciprocal effects are already present in the first 2 years of formal schooling, with math achievement and attitudes feeding off one another to produce either a vicious or virtuous cycle. Improving both math performance and math attitudes may set children onto a long-lasting, positive trajectory in math.
Descriptors: Mathematics Instruction, Mathematics Anxiety, Mathematics Achievement, Elementary School Students, Primary Education, Grade 1, Grade 2, Student Motivation, Correlation, Predictor Variables, Questionnaires, Achievement Tests, Statistical Analysis, Gender Differences, Longitudinal Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Sponsor: National Center for Education Research (ED); National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL); National Science Foundation (NSF); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
IES Funded: Yes