Journal Article

The Role of Anxiety in the Relationship between Self-efficacy and Math Achievement

Núñez, Andrea, Pérez-Fuentes, María del Carmen, Gázquez, José J., Molero, María del Mar, Rosário, Pedro, Núñez, José C.

2020

Overview

This study aims to improve current understanding of how the relationship between perceived math ability and math achievement may be mediated or moderated by levels of anxiety about math, considering intellectual abilities, gender, and school year. In this study, participants were 2,245 Spanish students (7th to 10th grade). All completed the FennemaSherman Mathematics Attitudes Scales and the Sternberg Triarchic Abilities Test. The main results showed that (i) perceivedcompetence is a potent predictor of achievement (the higher the perceived competence, the better the performance in mathematics), (ii) anxiety about mathematics significantly mediates the relationship between perceived competence and math achievement (although the effect is small), and (iii) levels of anxiety condition the intensity of the effect of perceived competence on math achievement (at high levels of anxiety the effect size of the relationship between perceived competence and achievement is large, whereas at low levels of anxiety the effect is small).

• Publisher: Colegio Oficial de Psicólogos de Madrid
• Subject: Ability / Academic achievement / Achievement / Anxiety / Attitudes / Children & youth / Competence / Education / Elementary school students / Gender / Grade 10 / Learning / Learning Objectives / math achievement / math anxiety / Mathematics / Mathematics Achievement / Mathematics Anxiety / Mathematics Skills / mediation / moderation / perceived math ability / Secondary Education / Secondary school students / Self esteem / Self-efficacy / Student attitudes / Students