TY - JOUR

T1 - Multidimensionality in the measurement of math-specific anxiety and its relationship with mathematical performance

AU - Lukowski, Sarah L.

AU - DiTrapani, Jack

AU - Jeon, Minjeong

AU - Wang, Zhe

AU - J.Schenker, Victoria

AU - Doran, Madeline M.

AU - Hart, Sara A.

AU - Mazzocco, Michèle M.M.

AU - Willcutt, Erik G.

AU - A.Thompson, Lee

AU - Petrill, Stephen A.

N1 - Funding Information:
S. Lukowski & J. DiTrapani contributed equally to this work. This work was supported by the Eunice Kennedy Shriver National Institute of Child Health and Human Development grants HD038075 , HD059215 , and HD075460 . S. Lukowski is supported by the National Science Foundation Graduate Research Fellowship Program under grant no. DGE-1343012 .
Funding Information:
S. Lukowski & J. DiTrapani contributed equally to this work. This work was supported by the Eunice Kennedy Shriver National Institute of Child Health and Human Development grants HD038075, HD059215, and HD075460. S. Lukowski is supported by the National Science Foundation Graduate Research Fellowship Program under grant no. DGE-1343012.
Publisher Copyright:
© 2016 Elsevier Inc.

PY - 2019/2

Y1 - 2019/2

N2 - 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.

AB - 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.

KW - Dimensionality

KW - Math anxiety

KW - Mathematics

KW - School-aged children

UR - http://www.scopus.com/inward/record.url?scp=85042173067&partnerID=8YFLogxK

U2 - 10.1016/j.lindif.2016.07.007

DO - 10.1016/j.lindif.2016.07.007

M3 - Article

AN - SCOPUS:85042173067

VL - 70

SP - 228

EP - 235

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -