Reciprocal relationships between math self-concept and math anxiety

被引：138

作者：

Ahmed, Wondimu ^{[1
]}

Minnaert, Alexander ^{[1
]}

Kuyper, Hans ^{[1
]}

van der Werf, Greetje ^{[1
]}

机构：

[1] Univ Groningen, Inst Educ Res, NL-9712 TG Groningen, Netherlands

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2012年 / 22卷 / 03期

关键词：

Math self-concept; Math anxiety; Reciprocal effects; Cross-lagged analysis; MATHEMATICS ANXIETY; ACADEMIC EMOTIONS; PERFORMANCE; EFFICACY; ACHIEVEMENT; DOMAIN; PERSPECTIVE; GENDER; MODEL;

D O I：

10.1016/j.lindif.2011.12.004

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The present study examined the reciprocal relationships between self-concept and anxiety in mathematics. A sample of 495 grade 7 students (51% girls) completed self-report measures assessing self-concept and anxiety three times in a school year. Structural equation modeling was used to test a cross-lagged panel model of reciprocal effects between math self-concept and math anxiety. The analysis showed a reciprocal relationship between self-concept and anxiety in math (i.e., higher self-concept leads to lower anxiety, which in turn, leads to higher self-concept). However, the magnitude of the path from anxiety to self-concept is almost half of that from self-concept to anxiety. Overall, the results provide empirical support for the theoretical notion that math self-concept and math anxiety are reciprocally related. (C) 2011 Elsevier Inc. All rights reserved.

引用

页码：385 / 389

页数：5

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