Portal de Periódicos da CAPES

Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school

2017; Taylor & Francis; Volume: 19; Issue: 1 Linguagem: Inglês

10.1080/15248372.2017.1421538

1532-7647

Elizabeth A. Gunderson, Daeun Park, Erin A. Maloney, Sian L. Beilock, Susan C. Levine,

Educational Research and Pedagogy

School-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st and 2nd graders' (N = 634) math achievement, motivational frameworks, and math anxiety 2 times, 6 months apart. Cross-lagged path analyses showed reciprocal relations between math anxiety and math achievement and between motivational frameworks and math achievement. Entity motivational frameworks predicted higher math anxiety. High math achievement was a particularly strong predictor of lower math anxiety and less entity-oriented motivational frameworks. We concluded that reciprocal effects are already present in the first 2 years of formal schooling, with math achievement and attitudes feeding off one another to produce either a vicious or virtuous cycle. Improving both math performance and math attitudes may set children onto a long-lasting, positive trajectory in math.