Math Self-Assessment, but Not Negative Feelings, Predicts Mathematics Performance of Elementary School Children-Reference-Cited by-同舟云学术

Math Self-Assessment, but Not Negative Feelings, Predicts Mathematics Performance of Elementary School Children

Published:2012-10-10 Issue: Volume:2012 Page:1-10
ISSN:2090-3987
Container-title:Child Development Research
language:en
Short-container-title:Child Development Research

Author:

Haase Vitor Geraldi¹²³,Júlio-Costa Annelise¹³,Pinheiro-Chagas Pedro¹³,Oliveira Lívia de Fátima Silva¹²,Micheli Letícia Rettore⁴,Wood Guilherme⁵

Affiliation:

1. Developmental Neuropsychology Laboratory, Department of Psychology, Federal University of Minas Gerais, 31270-901 Belo Horizonte, MG, Brazil

2. Child and Adolescent Health Graduate Program, Medical School, Federal University of Minas Gerais, 31270-901 Belo Horizonte, MG, Brazil

3. Neuroscience Graduate Program, Federal University of Minas Gerais, 31270-901 Belo Horizonte, MG, Brazil

4. Donders Institute for Brain, Cognition and Behavior, Radboud University Nijmegen, 106525 GA Nijmegen, The Netherlands

5. Department of Neuropsychology, Institute of Psychology, Karl-Franzens-University of Graz, 8010 Graz, Austria

Abstract

Mathematics anxiety has been associated to performance in school mathematics. The association between math anxiety and psychosocial competencies as well as their specific contribution to explain school mathematics performance are still unclear. In the present study, the impact of sociodemographic factors, psychosocial competencies, and math anxiety on mathematics and spelling performance was examined in school children with and without mathematics difficulties. The specific contributions of psychosocial competencies (i.e., general anxiety and attentional deficits with hyperactivity) and math anxiety (i.e., self-assessment in mathematics) to school mathematics performance were found to be statistically independent from each other. Moreover, psychosocial competencies—but not math anxiety—were related also to spelling performance. These results suggest that psychosocial competencies are more related to general mechanisms of emotional regulation and emotional response towards academic performance, while mathematics anxiety is related to the specific cognitive aspect of self-assessment in mathematics.

Funder

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Publisher

Hindawi Limited

Subject

Behavioral Neuroscience,Linguistics and Language,Developmental and Educational Psychology,Education

Link

http://downloads.hindawi.com/archive/2012/982672.pdf

Reference48 articles.

1. The Nature, Effects, and Relief of Mathematics Anxiety

2. Meta-Analyses of Developmental fMRI Studies Investigating Typical and Atypical Trajectories of Number Processing and Calculation

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