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Direct linkJenßen, Lars; Eid, Michael; Szczesny, Markus; Eilerts, Katja; Blömeke, Sigrid – Journal of Educational Psychology, 2021
The present study investigated the development of n = 129 early childhood teachers' mathematics content knowledge, mathematics pedagogical content knowledge, mathematics anxiety, and enjoyment of mathematics over 4 years from teacher training to practice. Latent autoregressive models with cross-lagged effects were applied. Scalar measurement…
Descriptors: Preschool Teachers, Mathematics Instruction, Pedagogical Content Knowledge, Mathematics Anxiety
Aldrup, Karen; Klusmann, Uta; Lüdtke, Oliver – Journal of Educational Psychology, 2020
Mathematics anxiety is a problem for many secondary school students, and the accompanying worries and unpleasant affective reactions threaten their well-being. An extensive body of studies has found a negative correlation between anxiety and concurrent mathematics achievement. However, prior research on their longitudinal interplay has yielded…
Descriptors: Mathematics Anxiety, Correlation, Mathematics Achievement, Teacher Characteristics
Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus – Journal of Psychoeducational Assessment, 2009
Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported…
Descriptors: Structural Equation Models, Learning Disabilities, Computation, Grade 3
