Abstract
Various studies have highlighted the important influence of math ability in a numerate society. In this study, we investigated the influence of emotional (math anxiety and math enjoyment) and cognitive-motivational (math self-efficacy) factors on math performance. Participants were 145 fifth-grade students (84 boys and 61 girls). The results showed that math performance was negatively correlated with math anxiety and positively correlated with math enjoyment and math self-efficacy. Moreover, math anxiety was negatively associated with enjoyment in math and math self-efficacy, whereas math enjoyment was positively correlated with math self-efficacy. Hierarchical regression analysis showed a significant influence of math anxiety and math self-efficacy on math performance in fifth-grade students. Results are discussed in terms of a new perspective in emotional and motivational factors to train in school contexts.
| Original language | English |
|---|---|
| Pages (from-to) | 579-601 |
| Number of pages | 23 |
| Journal | Social Psychology of Education |
| Volume | 26 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - Jun 2023 |
| Externally published | Yes |
Keywords
- Anxiety
- Enjoyment
- Math performance
- Primary school students
- Self-efficacy
Fingerprint
Dive into the research topics of 'Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver