Your browser doesn't support javascript.
loading
Multidimensionality in the Measurement of Math-Specific Anxiety and its Relationship with Mathematical Performance.
Lukowski, Sarah L; DiTrapani, Jack B; Jeon, Minjeong; Wang, Zhe; Schenker, Victoria J; Doran, Madeline M; Hart, Sara A; Mazzocco, Michèle M M; Willcutt, Erik G; Thompson, Lee A; Petrill, Stephen A.
Afiliación
  • Lukowski SL; Department of Psychology, The Ohio State University, Columbus, OH, USA, 43201.
  • DiTrapani JB; Department of Psychology, The Ohio State University, Columbus, OH, USA, 43201.
  • Jeon M; Department of Psychology, The Ohio State University, Columbus, OH, USA, 43201.
  • Wang Z; Center for Gerontology, Virginia Tech, Blacksburg, VA, 24061.
  • Schenker VJ; Department of Psychology, The Ohio State University, Columbus, OH, USA, 43201.
  • Doran MM; Department of Psychology, The Ohio State University, Columbus, OH, USA, 43201.
  • Hart SA; Department of Psychology and the Florida Center for Reading Research, Florida State University, Tallahassee, FL, USA, 32310.
  • Mazzocco MMM; Institute of Child Development and the Center for Early Education and Development, University of Minnesota, Minneapolis, MN, USA, 55455.
  • Willcutt EG; Department of Psychology and Neuroscience, University of Colorado, Boulder, CO, USA, 80309.
  • Thompson LA; Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH, USA, 44106.
  • Petrill SA; Department of Psychology, The Ohio State University, Columbus, OH, USA, 43201.
Learn Individ Differ ; 70: 228-235, 2019 Feb.
Article en En | MEDLINE | ID: mdl-31011280
ABSTRACT
Traditionally, mathematical anxiety has been utilized as a unidimensional construct. However, math-specific anxiety may have distinguishable factors, and taking these factors into account may better illuminate the relationship between anxiety and mathematics performance. Drawing from the Western Reserve Reading and Math Project (N = 244 children, mean age = 12.28 years), the present study examined math-specific anxiety and mathematics problem evaluation, utilizing a structural equation modeling approach with an item-level measurement model structure. Results suggested math-specific anxiety tapped into three factors anxiety about performing mathematical calculations, anxiety about math in classroom situations, and anxiety about math tests. Among the three math anxiety factors, only calculation anxiety was significantly and negatively related to math performance while holding other anxiety factors constant. Implications for the measurement of math-specific anxiety are discussed.
Palabras clave
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Prognostic_studies Idioma: En Revista: Learn Individ Differ Año: 2019 Tipo del documento: Article
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Prognostic_studies Idioma: En Revista: Learn Individ Differ Año: 2019 Tipo del documento: Article