This study aimed to ascertain the contribution of children's effortful control (EC) to math achievement by testing the mediational involvement of math anxiety. Participants were 704 children (367 girls) aged between 7 and 12 years (M = 9.43, SD = 1.23). Children's EC was measured by parent's report, math anxiety was assessed through self-report,…

The aim of the study was meant to investigate the moderative role of pre-service teachers' interest on mathematics achievement, attitude and anxiety during teaching and learning process. The study was conducted at Akrokerri College of Education Adansi, Ghana on pre-service teachers with a population of 300. A sample of 206 pre-service teachers…

This study examined the relationships between factors contributing to high school students' mathematics achievement. Three hundred fourteen high school students participated in the study. We collected the data through the "Self-Efficacy Scale for Mathematics Literacy," "Bidimensional Mathematics Anxiety Scale,"…

Math anxiety negatively relates to math performance. This negative relationship may be exacerbated in low-progress math learners. However, there are limited studies on math anxiety among low-progress learners in a paradoxically high-performing education system like Singapore. To fill this research gap, this research analyzed the anxiety profiles…

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…

Students' attitudes can be influential in the emotions experienced in mathematics learning and achievement at school. Two important judgements, according to Control-Value Theory are degree of control a student has over, and the value attached to, learning activities or outcomes. Appraisals of control and value are believed to play a central role…

Math achievement is one of the strongest predictors of academic success and career attainment. While research has focused on cognitive factors that relate to math achievement, a growing body of literature suggests that affective factors like math anxiety also relate to math achievement. The field of math anxiety has expanded to recognize that not…

Although the impacts of math anxiety, attitude toward math, and math self-efficacy on math achievement have been well-defined in the relevant literature, the interrelations among these predictors to explain math achievement are understudied. This study examined the structural relationships among math achievement, math anxiety, math self-efficacy,…

Math-anxious people consistently underperform in math. The most widely accepted explanation for "why" this underperformance occurs is that math-anxious people experience heightened anxiety when faced with math, and this in-the-moment anxiety interferes with performance. Surprisingly, this explanation has not been tested directly. Here,…

The purpose of this quantitative, quasi-experimental, nonequivalent comparison-group design was to determine if "How to Learn Math: for Students" (Boaler, 2018) had a statistically significant influence on eighth-grade students' mathematical anxiety and mathematical achievement. Participants included eighth-grade students (n = 28) in a…

Understanding young children's attitudes towards mathematics provides insights into their lived mathematical experiences. It has long been recognized that attitudes towards mathematics have a profound influence on mathematical achievement. Despite the considerable amount of research into students' attitudes toward mathematics, limited research has…

Background: The debate on using concrete versus abstract materials in learning mathematics has been longstanding. For decades, research has focused on the physical characteristics of materials when defining them as concrete or abstract. Aims: This study extends the field by proposing a two-dimensional classification, which defines materials as…

Students with math anxiety experience low self-efficacy and high levels of distress when asked to approach math tasks and concepts, which often results in poor course performance. Despite the wealth of research on this construct, relatively little is known about how math anxiety impacts math achievement in college-aged students or what types of…

Current research has found evidence of effective interventions for mathematics anxiety, both motivational and cognitive interventions can affect learning through instructional design and increased student engagement. Thus, this study investigated whether a combined (cognitive and motivation) intervention approach was more effective than only using…

K-12 mathematics education in the United States is failing too many students, disproportionately students of color. Furthermore, math anxiety is common, leading many students to feel, "I am just not a math person." Yet little is known about how positive student attitudes toward math might relate to the negative feelings of anxiety. This…