Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance

Rose K. Vukovic, Michael J. Kieffer, Sean P. Bailey, Rachel R. Harari

Research output: Contribution to journalArticle

Abstract

This study explored mathematics anxiety in a longitudinal sample of 113 children followed from second to third grade. We examined how mathematics anxiety related to different types of mathematical performance concurrently and longitudinally and whether the relations between mathematics anxiety and mathematical performance differed as a function of working memory. Concurrent analyses indicated that mathematics anxiety represents a unique source of individual differences in children's calculation skills and mathematical applications, but not in children's geometric reasoning. Furthermore, we found that higher levels of mathematics anxiety in second grade predicted lower gains in children's mathematical applications between second and third grade, but only for children with higher levels of working memory. Overall, our results indicate that mathematics anxiety is an important construct to consider when examining sources of individual differences in young children's mathematical performance. Furthermore, our findings suggest that mathematics anxiety may affect how some children use working memory resources to learn mathematical applications.

Original languageEnglish (US)
Pages (from-to)1-10
Number of pages10
JournalContemporary Educational Psychology
Volume38
Issue number1
DOIs
StatePublished - Jan 2013

Fingerprint

Mathematics
Anxiety
mathematics
anxiety
performance
Short-Term Memory
school grade
Individuality
mathematics studies
resources

Keywords

  • Early childhood
  • Mathematics achievement
  • Mathematics anxiety
  • Working memory

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Mathematics anxiety in young children : Concurrent and longitudinal associations with mathematical performance. / Vukovic, Rose K.; Kieffer, Michael J.; Bailey, Sean P.; Harari, Rachel R.

In: Contemporary Educational Psychology, Vol. 38, No. 1, 01.2013, p. 1-10.

Research output: Contribution to journalArticle

@article{46da756568344f4fa063f8896c88fe8c,
title = "Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance",
abstract = "This study explored mathematics anxiety in a longitudinal sample of 113 children followed from second to third grade. We examined how mathematics anxiety related to different types of mathematical performance concurrently and longitudinally and whether the relations between mathematics anxiety and mathematical performance differed as a function of working memory. Concurrent analyses indicated that mathematics anxiety represents a unique source of individual differences in children's calculation skills and mathematical applications, but not in children's geometric reasoning. Furthermore, we found that higher levels of mathematics anxiety in second grade predicted lower gains in children's mathematical applications between second and third grade, but only for children with higher levels of working memory. Overall, our results indicate that mathematics anxiety is an important construct to consider when examining sources of individual differences in young children's mathematical performance. Furthermore, our findings suggest that mathematics anxiety may affect how some children use working memory resources to learn mathematical applications.",
keywords = "Early childhood, Mathematics achievement, Mathematics anxiety, Working memory",
author = "Vukovic, {Rose K.} and Kieffer, {Michael J.} and Bailey, {Sean P.} and Harari, {Rachel R.}",
year = "2013",
month = "1",
doi = "10.1016/j.cedpsych.2012.09.001",
language = "English (US)",
volume = "38",
pages = "1--10",
journal = "Contemporary Educational Psychology",
issn = "0361-476X",
publisher = "Academic Press Inc.",
number = "1",

}

TY - JOUR

T1 - Mathematics anxiety in young children

T2 - Concurrent and longitudinal associations with mathematical performance

AU - Vukovic, Rose K.

AU - Kieffer, Michael J.

AU - Bailey, Sean P.

AU - Harari, Rachel R.

PY - 2013/1

Y1 - 2013/1

N2 - This study explored mathematics anxiety in a longitudinal sample of 113 children followed from second to third grade. We examined how mathematics anxiety related to different types of mathematical performance concurrently and longitudinally and whether the relations between mathematics anxiety and mathematical performance differed as a function of working memory. Concurrent analyses indicated that mathematics anxiety represents a unique source of individual differences in children's calculation skills and mathematical applications, but not in children's geometric reasoning. Furthermore, we found that higher levels of mathematics anxiety in second grade predicted lower gains in children's mathematical applications between second and third grade, but only for children with higher levels of working memory. Overall, our results indicate that mathematics anxiety is an important construct to consider when examining sources of individual differences in young children's mathematical performance. Furthermore, our findings suggest that mathematics anxiety may affect how some children use working memory resources to learn mathematical applications.

AB - This study explored mathematics anxiety in a longitudinal sample of 113 children followed from second to third grade. We examined how mathematics anxiety related to different types of mathematical performance concurrently and longitudinally and whether the relations between mathematics anxiety and mathematical performance differed as a function of working memory. Concurrent analyses indicated that mathematics anxiety represents a unique source of individual differences in children's calculation skills and mathematical applications, but not in children's geometric reasoning. Furthermore, we found that higher levels of mathematics anxiety in second grade predicted lower gains in children's mathematical applications between second and third grade, but only for children with higher levels of working memory. Overall, our results indicate that mathematics anxiety is an important construct to consider when examining sources of individual differences in young children's mathematical performance. Furthermore, our findings suggest that mathematics anxiety may affect how some children use working memory resources to learn mathematical applications.

KW - Early childhood

KW - Mathematics achievement

KW - Mathematics anxiety

KW - Working memory

UR - http://www.scopus.com/inward/record.url?scp=84869414259&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84869414259&partnerID=8YFLogxK

U2 - 10.1016/j.cedpsych.2012.09.001

DO - 10.1016/j.cedpsych.2012.09.001

M3 - Article

AN - SCOPUS:84869414259

VL - 38

SP - 1

EP - 10

JO - Contemporary Educational Psychology

JF - Contemporary Educational Psychology

SN - 0361-476X

IS - 1

ER -