ERIC Number: EJ1213924
Record Type: Journal
Publication Date: 2019-Jun
Pages: 38
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-6543
EISSN: N/A
The Relation between Mathematics Anxiety and Mathematics Performance among School-Aged Students: A Meta-Analysis
Namkung, Jessica M.; Peng, Peng; Lin, Xin
Review of Educational Research, v89 n3 p459-496 Jun 2019
The purpose of this meta-analysis was to examine the relation between mathematics anxiety (MA) and mathematics performance among school-aged students, and to identify potential moderators and underlying mechanisms of such relation, including grade level, temporal relations, difficulty of mathematical tasks, dimensions of MA measures, effects on student grades, and working memory. A meta-analysis of 131 studies with 478 effect sizes was conducted. The results indicated that a significant negative correlation exist between MA and mathematics performance, r = -0.34. Moderation analyses indicated that dimensions of MA, difficulty of mathematical tasks, and effects on student grades differentially affected the relation between MA and mathematics performance. MA assessed with both cognitive and affective dimensions showed a stronger negative correlation with mathematics performance compared to MA assessed with either an affective dimension only or mixed/unspecified dimensions. Advanced mathematical tasks that require multistep processes showed a stronger negative correlation to MA compared to foundational mathematical tasks. Mathematics measures that affected/reflected student grades (e.g., final exam, students' course grade, GPA) had a stronger negative correlation to MA than did other measures of mathematics performance that did not affect student grades (e.g., mathematics measures administered as part of research). Theoretical and practical implications of the findings are discussed.
Descriptors: Meta Analysis, Mathematics Anxiety, Correlation, Mathematics Achievement, Difficulty Level, Instructional Program Divisions, Grades (Scholastic), Short Term Memory, Mathematics Tests, Mathematics Skills, Cognitive Processes, Affective Behavior, Disadvantaged, Elementary School Students, Secondary School Students, Interference (Learning), Learning Theories, Effect Size, Interrater Reliability
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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A