Abstract
AbstractVarious studies have highlighted the important influence of math ability in a numerate society. In this study, we investigated the influence of emotional (math anxiety and math enjoyment) and cognitive-motivational (math self-efficacy) factors on math performance. Participants were 145 fifth-grade students (84 boys and 61 girls). The results showed that math performance was negatively correlated with math anxiety and positively correlated with math enjoyment and math self-efficacy. Moreover, math anxiety was negatively associated with enjoyment in math and math self-efficacy, whereas math enjoyment was positively correlated with math self-efficacy. Hierarchical regression analysis showed a significant influence of math anxiety and math self-efficacy on math performance in fifth-grade students. Results are discussed in terms of a new perspective in emotional and motivational factors to train in school contexts.
Funder
Beneficentia Stiftung
Università degli Studi di Trieste
Publisher
Springer Science and Business Media LLC
Subject
Sociology and Political Science,Developmental and Educational Psychology,Social Psychology,Education
Reference129 articles.
1. Adelson, J. L., & McCoach, D. B. (2011). Development and psychometric properties of the math and me survey: Measuring third through sixth graders’ attitudes toward mathematics. Measurement and Evaluation in Counseling and Development, 44(4), 225–247. https://doi.org/10.1177/0748175611418522
2. Ahmed, W., Minnaert, A., Kuyper, H., & Van der Werf, G. (2012). Reciprocal relationships between math self-concept and math anxiety. Learning and Individual Differences, 22(3), 385–389. https://doi.org/10.1016/j.lindif.2011.12.004
3. Ainley, M., & Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Contemporary Educational Psychology, 36(1), 4–12. https://doi.org/10.1016/j.cedpsych.2010.08.001
4. Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545–561. https://doi.org/10.1037/0022-0663.94.3.545
5. Akin, A., & Kurbanoglu, I. N. (2011). The relationships between math anxiety, math attitudes, and self-efficacy: A structural equation model. Studia Psychologica, 53(3), 263–273.
Cited by
17 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献