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The Relationship Between Math Anxiety and Math Achievement: Differentiating the Role of Learning Math Anxiety and
Gianni Alberto Lanfaloni1, Massimo Piccirilli, Patrizia D'Alessandro
1Istituto Serafico di Assisi, Viale Guglielmo Marconi, 6, 06081 Assisi, Perugia, Italy, giannilanfaloni@serafico.it.
Math anxiety (MA) significantly impacts academic performance. Lower MA levels correlate with improved math skills, suggesting MA assessment can identify students needing educational support.
Area of Science:
- Educational Psychology
- Cognitive Science
Background:
- Math anxiety (MA) is a known factor contributing to underperformance in mathematics.
- Identifying emotional factors is crucial for understanding academic struggles.
Purpose of the Study:
- To investigate the relationship between math anxiety levels and the development of mathematical competence in secondary school students.
- To determine if MA can predict students' ability to achieve expected academic competencies.
Main Methods:
- A cohort of 28 Italian secondary school students with initial low scores in calculation skills were assessed.
- Math anxiety levels were measured at the beginning of the school year and correlated with subsequent math performance.
- Analysis focused on differentiating students based on their ability to reach sufficient math competency levels.
Main Results:
- Students who improved their math scores to a sufficient level showed significantly lower overall MA.
- The "learning math" subscale of MA was a key differentiator between students who succeeded and those who did not.
- No significant differences were found between groups on the "math evaluation" subscale.
Conclusions:
- Assessing math anxiety levels can help identify emotional difficulties related to learning mathematics.
- A discrepancy between MA subscales (learning math vs. math evaluation) may indicate specific needs for tailored educational interventions.
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