Cargando…
Disentangling the individual and contextual effects of math anxiety: A global perspective
Math anxiety is a common affective disorder in students that is characterized by intrusive thoughts that disrupt critical cognitive resources required for math problem-solving. Consistent associations between math anxiety and math achievement have been observed across countries and age groups, placi...
Autores principales: | , , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
National Academy of Sciences
2022
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8851526/ https://www.ncbi.nlm.nih.gov/pubmed/35131942 http://dx.doi.org/10.1073/pnas.2115855119 |
_version_ | 1784652839868432384 |
---|---|
author | Lau, Nathan T. T. Hawes, Zachary Tremblay, Paul Ansari, Daniel |
author_facet | Lau, Nathan T. T. Hawes, Zachary Tremblay, Paul Ansari, Daniel |
author_sort | Lau, Nathan T. T. |
collection | PubMed |
description | Math anxiety is a common affective disorder in students that is characterized by intrusive thoughts that disrupt critical cognitive resources required for math problem-solving. Consistent associations between math anxiety and math achievement have been observed across countries and age groups, placing math anxiety among other important correlates of math achievement, such as socioeconomic status and magnitude representation ability. However, studies examining math anxiety’s relation to achievement have largely focused on the effect of students’ own math anxiety (individual effect), while little is known regarding the effect of math anxiety in students’ educational context (contextual effect). Using three international studies of achievement (n = 1,175,515), we estimated both the individual and contextual effects of math anxiety across the globe. Results suggest that while there are consistent individual effects in virtually all countries examined, the contextual effects are varied, with only approximately half of the countries exhibiting a contextual effect. Additionally, we reveal that teacher confidence in teaching math is associated with a reduction of the individual effect, and country’s level of uncertainty avoidance is related to a lessening of the contextual effect. Finally, we uncovered multiple predictors of math anxiety; notably, student perception of teacher competence was negative related with math anxiety, and parental homework involvement was positively related with math anxiety. Taken together, these results suggest that there are significant between-country differences in how math anxiety may be related with math achievement and suggest that education and cultural contexts as important considerations in understanding math anxiety’s effects on achievement. |
format | Online Article Text |
id | pubmed-8851526 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | National Academy of Sciences |
record_format | MEDLINE/PubMed |
spelling | pubmed-88515262022-02-18 Disentangling the individual and contextual effects of math anxiety: A global perspective Lau, Nathan T. T. Hawes, Zachary Tremblay, Paul Ansari, Daniel Proc Natl Acad Sci U S A Social Sciences Math anxiety is a common affective disorder in students that is characterized by intrusive thoughts that disrupt critical cognitive resources required for math problem-solving. Consistent associations between math anxiety and math achievement have been observed across countries and age groups, placing math anxiety among other important correlates of math achievement, such as socioeconomic status and magnitude representation ability. However, studies examining math anxiety’s relation to achievement have largely focused on the effect of students’ own math anxiety (individual effect), while little is known regarding the effect of math anxiety in students’ educational context (contextual effect). Using three international studies of achievement (n = 1,175,515), we estimated both the individual and contextual effects of math anxiety across the globe. Results suggest that while there are consistent individual effects in virtually all countries examined, the contextual effects are varied, with only approximately half of the countries exhibiting a contextual effect. Additionally, we reveal that teacher confidence in teaching math is associated with a reduction of the individual effect, and country’s level of uncertainty avoidance is related to a lessening of the contextual effect. Finally, we uncovered multiple predictors of math anxiety; notably, student perception of teacher competence was negative related with math anxiety, and parental homework involvement was positively related with math anxiety. Taken together, these results suggest that there are significant between-country differences in how math anxiety may be related with math achievement and suggest that education and cultural contexts as important considerations in understanding math anxiety’s effects on achievement. National Academy of Sciences 2022-02-07 2022-02-15 /pmc/articles/PMC8851526/ /pubmed/35131942 http://dx.doi.org/10.1073/pnas.2115855119 Text en Copyright © 2022 the Author(s). Published by PNAS. https://creativecommons.org/licenses/by/4.0/This open access article is distributed under Creative Commons Attribution License 4.0 (CC BY) (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Social Sciences Lau, Nathan T. T. Hawes, Zachary Tremblay, Paul Ansari, Daniel Disentangling the individual and contextual effects of math anxiety: A global perspective |
title | Disentangling the individual and contextual effects of math anxiety: A global perspective |
title_full | Disentangling the individual and contextual effects of math anxiety: A global perspective |
title_fullStr | Disentangling the individual and contextual effects of math anxiety: A global perspective |
title_full_unstemmed | Disentangling the individual and contextual effects of math anxiety: A global perspective |
title_short | Disentangling the individual and contextual effects of math anxiety: A global perspective |
title_sort | disentangling the individual and contextual effects of math anxiety: a global perspective |
topic | Social Sciences |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8851526/ https://www.ncbi.nlm.nih.gov/pubmed/35131942 http://dx.doi.org/10.1073/pnas.2115855119 |
work_keys_str_mv | AT launathantt disentanglingtheindividualandcontextualeffectsofmathanxietyaglobalperspective AT haweszachary disentanglingtheindividualandcontextualeffectsofmathanxietyaglobalperspective AT tremblaypaul disentanglingtheindividualandcontextualeffectsofmathanxietyaglobalperspective AT ansaridaniel disentanglingtheindividualandcontextualeffectsofmathanxietyaglobalperspective |