The Factor Structure of Mathematics Anxiety and Its Relation to Gender and Mathematics Performance

Autor/inn/en	Namkung, Jessica M.; Goodrich, J. Marc; Lee, Kejin
Titel	The Factor Structure of Mathematics Anxiety and Its Relation to Gender and Mathematics Performance
Quelle	(2023), (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Namkung, Jessica M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Anxiety; Gender Differences; Mathematics Achievement; Mathematics Skills; Cognitive Processes; Affective Behavior; Grade 6; Middle School Students + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Cognitive process; Kognitiver Prozess; Affective disturbance; Active behaviour; Affektive Störung; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Mathematics anxiety (MA) refers to negative cognition and negative affect that interfere with mathematics performance. We examined the dimensionality of MA, measurement invariance across males and females, and whether the strength of relations between MA and mathematics performance varies by dimension and gender among 245 sixth-grade students. Students were assessed on MA, arithmetic fluency, and on-grade-level computation skills. The confirmatory factor analysis and measurement invariance tests indicated that two distinct dimensions, cognition and affect, best represent MA across both genders. For the full sample, on-grade-level computation skills showed a significant negative relation with the cognitive dimension only, whereas arithmetic fluency was not significantly related to either dimension. We did not find any significant gender differences. Our findings provide support for the cognitive and affective model of MA and negative impact of MA on mathematics performance. Our findings further suggest incorporating the cognitive component in identifying and alleviating MA, and improving mathematics outcomes. [This is the online version of an article published in "Psychology in the Schools."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01