Profiles of general, test, and mathematics anxiety in 9- and 12-year-olds: relations to gender and mathematics achievement

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Mathematics Education Research Journal Pub Date : 2024-03-12 DOI:10.1007/s13394-024-00485-1
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Abstract

As international focus increasingly turns to the need to build a future mathematics workforce, research has aimed to better understand the salient individual and contextual factors that influence maths engagement and achievement across development. This study investigates self-reported general anxiety, test anxiety, and maths anxiety in two cohorts of Australian students aged 9–10 years (n = 158) and 12–13 years (n = 115) and associations with maths achievement and gender. Test and maths anxiety were negatively correlated with maths achievement and there were no gender differences in maths achievement. Cross-sectional latent profile analyses established two anxiety profiles in the older cohort (low and high across all anxiety measures) and a more complex five-profile solution for the younger cohort (various combinations of anxiety). Members of profiles with higher levels of test and mathematics anxiety had lower maths achievement, with girls over-represented in these profiles.

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9 岁和 12 岁儿童的一般焦虑、考试焦虑和数学焦虑概况:与性别和数学成绩的关系
摘要 随着国际社会越来越关注培养未来数学人才的需求,研究旨在更好地了解影响学生在不同发展阶段参与数学学习和取得数学成绩的个人和环境因素。本研究调查了年龄分别为 9-10 岁(158 人)和 12-13 岁(115 人)的两批澳大利亚学生自我报告的一般焦虑、考试焦虑和数学焦虑,以及与数学成绩和性别的关系。考试焦虑和数学焦虑与数学成绩呈负相关,数学成绩没有性别差异。横截面潜在特征分析确定了高年级学生的两种焦虑特征(在所有焦虑测量中分别为低焦虑和高焦虑),并为低年级学生提供了更为复杂的五种特征解决方案(各种焦虑组合)。考试焦虑和数学焦虑程度较高的学生数学成绩较低,其中女生比例较高。
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来源期刊
Mathematics Education Research Journal
Mathematics Education Research Journal EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
4.80
自引率
11.10%
发文量
30
期刊介绍: The Mathematics Education Research Journal seeks to promote high quality research that is of interest to the international community.   The Mathematics Education Research Journal seeks to present research that promotes new knowledge, ideas, methodologies and epistemologies in the field of mathematics education.    The Mathematics Education Research Journal actively seeks to promote research from the Australasian region either as research conducted in the region; conducted by researchers from the region and/or draws on research from the region.  The Mathematics Education Research Journal accepts papers from authors from all regions internationally but authors must draw on the extensive research that has been produced in the Australasian region.   The Mathematics Education Research Journal normally does not encourage publication of teacher education programs or courses. These are more suited for theother MERGA journal, Mathematics Teacher Education and Development.
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