The Interplay of Math Anxiety and Math Competence for Later Performance

Autor/inn/en	Weissgerber, Sophia C.; Grünberg, Chawwah; Neufeld, Luisa; Steppat, Tobias; Reinhard, Marc-André
Titel	The Interplay of Math Anxiety and Math Competence for Later Performance
Quelle	In: Social Psychology of Education: An International Journal, 25 (2022) 4, S.977-1002 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weissgerber, Sophia C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-022-09700-y
Schlagwörter	Correlation; Mathematics Anxiety; Mathematics Skills; Mathematics Achievement; Learning Processes; Grade 8; Secondary School Students; Grades (Scholastic); Self Concept; Gender Differences; Skill Development; Peer Groups + Suchen Sie Ihr Suchwort? Korrelation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Learning process; Lernprozess; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Notenspiegel; Selbstkonzept; Geschlechterkonflikt; Kompetenzentwicklung; Qualifikationsentwicklung; Gleichaltrigengruppe; Peer Group
Abstract	Math anxiety's negative effects on performance are well-documented. The interplay of math anxiety and mathematical competence regarding later performance is underexplored. We investigated whether math anxiety's detrimental effects on learning depend on previous mathematical competence. Hypothesizing a moderation effect, we expected that trait math anxiety should affect pupils of higher competence to a greater extent than pupils with lesser competence. Based on 8th graders in secondary school, we found the expected interaction of math anxiety and math competence (represented by previous math grade) predicting performance three months later. The interaction of math anxiety and math competence on later performance remained despite controlling for math self-concept and gender (and previous topic-specific performance). The moderation showed differential slopes for the effects of math competence on later performance depending on trait math anxiety: At lower competence levels, math anxiety played a lesser role than for higher competence levels. Later performance was lowest for more competent pupils with higher math anxiety relative to their peers with similar competence levels but lower math anxiety. Although the data imply directionality, our design cannot imply causality. Nevertheless, one interpretation of the results is in line with the notion of greater performance losses over time for more competent pupils with higher levels of math anxiety: the learning progress may be aggravated for those, who have the prerequisite in ability to advance their performance. The optimal development of math capabilities may be compromised by math anxiety; good math abilities and low math anxiety may both be prerequisites for long-term learning success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01