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

• Published in: Journal of cognition and development Vol. 19; no. 1; pp. 21 - 46
• Main Authors: Gunderson, Elizabeth A., Park, Daeun, Maloney, Erin A., Beilock, Sian L., Levine, Susan C.
• Format: Journal Article
• Language: English
• Published: Philadelphia Psychology Press 01-01-2018; Routledge; Taylor & Francis Ltd
• Subjects: Academic achievement; Achievement Tests; Anxiety; Children; Correlation; Elementary School Students; Gender Differences; Girls; Grade 1; Grade 2; Longitudinal Studies; Mathematics Achievement; Mathematics Anxiety; Mathematics Instruction; Predictor Variables; Primary Education; Questionnaires; Statistical Analysis; Student Motivation
• ISSN: 1524-8372; 1532-7647
• DOI: 10.1080/15248372.2017.1421538

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.