Maths anxiety (MA) is a debilitating negative emotional reaction towardsmathematics.However,MA research in primary and early secondary school is surprisingly sparse and inconsistent. Here we tested primary and secondary students' maths and reading performance and their maths and general anxiety (GA). We examined gender differences, developmental changes regarding the MA/maths performance link and investigated whether MA is linked to other academic domains (reading) and/or to other anxiety-types (GA). Results revealed that girls exhibited higherMA than boys at both educational levels.Whilst there was a reliable negative correlation between MA and secondary students' arithmetic performance, no such relationship was revealed in primary students. Finally, MA was moderately correlated with GA and, when GA was partialled out, MA remained significantly correlated with secondary students' arithmetic performance. MA was not related to reading performance when GA was controlled. It was concluded that the negative MA/maths performance link surfaces later in the educational timeline and MA appears to be both exclusively related to maths and independent of GA.

Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity

PASSOLUNGHI, MARIA CHIARA;
2016

Abstract

Maths anxiety (MA) is a debilitating negative emotional reaction towardsmathematics.However,MA research in primary and early secondary school is surprisingly sparse and inconsistent. Here we tested primary and secondary students' maths and reading performance and their maths and general anxiety (GA). We examined gender differences, developmental changes regarding the MA/maths performance link and investigated whether MA is linked to other academic domains (reading) and/or to other anxiety-types (GA). Results revealed that girls exhibited higherMA than boys at both educational levels.Whilst there was a reliable negative correlation between MA and secondary students' arithmetic performance, no such relationship was revealed in primary students. Finally, MA was moderately correlated with GA and, when GA was partialled out, MA remained significantly correlated with secondary students' arithmetic performance. MA was not related to reading performance when GA was controlled. It was concluded that the negative MA/maths performance link surfaces later in the educational timeline and MA appears to be both exclusively related to maths and independent of GA.
http://www.sciencedirect.com/science/article/pii/S1041608016300164
File in questo prodotto:
File Dimensione Formato  
Hill_etal2016_LID_stampa.pdf

non disponibili

Descrizione: articolo principale
Tipologia: Documento in Versione Editoriale
Licenza: Digital Rights Management non definito
Dimensione 588.36 kB
Formato Adobe PDF
588.36 kB Adobe PDF   Visualizza/Apri   Richiedi una copia
2892242_Hill_etal2016_LID_stampa-PostPrint.pdf

accesso aperto

Descrizione: Post Print VQR3
Tipologia: Bozza finale post-referaggio (post-print)
Licenza: Digital Rights Management non definito
Dimensione 1.12 MB
Formato Adobe PDF
1.12 MB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11368/2892242
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 142
  • ???jsp.display-item.citation.isi??? 133
social impact