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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Anxiety about Mathematics and Reading in Preadolescents Is Domain-Specific
Delphine Sasanguie1,2, Charlotte Larmuseau2,3, Fien Depaepe2,3
1Research Centre for Learning in Diversity, HOGENT, 9000 Ghent, Belgium.
Journal of Intelligence
|February 23, 2024
Summary
This study found that test anxiety, mathematics anxiety, and reading anxiety are distinct, separable constructs, not just facets of general academic anxiety. These specific anxieties impact math performance differently.
Area of Science:
- Educational Psychology
- Cognitive Psychology
- Academic Anxiety Research
Background:
- Academic anxiety is a significant concern for students.
- Previous research has not clearly differentiated between specific types of academic anxiety, such as test anxiety (TA), mathematics anxiety (MA), and reading anxiety (RA).
- Understanding the distinct nature of these anxieties is crucial for targeted interventions.
Purpose of the Study:
- To investigate whether test anxiety, mathematics anxiety, and reading anxiety are separable constructs or manifestations of a general academic anxiety.
- To examine the relationships between these distinct anxiety types and academic performance, specifically in mathematics.
Main Methods:
- A sample of 776 fifth-grade students completed questionnaires measuring TA, MA, and RA.
- Students also took a mathematics test, and their mathematics and reading performance data were obtained.
- Confirmatory factor analyses and structural equation modeling were employed to analyze the data.
Main Results:
- A three-factor model (TA, MA, RA) demonstrated a superior fit compared to a one-factor model of general academic anxiety.
- Mathematics anxiety showed a stronger negative relationship with mathematics performance than test anxiety.
- Data limitations prevented the analysis of reading anxiety's impact on reading performance.
Conclusions:
- Test anxiety, mathematics anxiety, and reading anxiety are empirically separable constructs.
- Specific academic anxieties have differential impacts on academic performance.
- Future research should explore reading anxiety and its performance links more thoroughly.
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