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True Grit in Learning Math: The Math Anxiety-Achievement Link Is Mediated by Math-Specific Grit.

ABSTRACT: In this study, we tested a possible mechanism of the association between math anxiety and math achievement: the mediating role of math-specific grit (i.e., sustaining effort in the face of adversity when learning math). In Study 1, a sample of 10th grade students (N = 222) completed a battery of personality and attitude questionnaires, and math achievement was indexed by curriculum-based examination scores. Mediation analyses indicated that math-specific grit, but not domain-general grit, mediated the relationship between math anxiety and math achievement. In Study 2, we replicated and extended the above findings with another sample of 11th grade students (N = 465). Mediation analyses indicated that math-specific grit and math-specific procrastination played sequential mediating roles in the relationship between math anxiety and math achievement. That is, individuals with higher math anxiety were less gritty in math learning, possibly further leading them to be more procrastinated in performing math work, which may finally result in worse math achievement. In summary, the current study provides the first evidence that math-specific grit may mediate the relationship between math anxiety and math achievement. Furthermore, it also demonstrated the value of math-specific grit over domain-general grit in predicting math success, which invites a broader investigation on subject-specific grit.

SUBMITTER: Yu Y

PROVIDER: S-EPMC8055855 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Female teachers' math anxiety affects girls' math achievement.

Project description:People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

| S-EPMC2836676 | biostudies-other

Teacher Math Anxiety Relates to Adolescent Students' Math Achievement.

Project description:Elementary school teachers' math anxiety has been found to play a role in their students' math achievement. The current study addresses the role of teacher math anxiety on ninth-grade students' math achievement and the mediating factors underlying this relationship. Using data from the National Mindset Study, we find that higher teacher math anxiety is associated with lower math achievement. This relationship is partially mediated by the students' perception that their teacher believes not everyone can be good at math and is not explainable by teachers' usable knowledge to teach mathematics. In subsequent analyses, we find that higher teacher math anxiety relates to a reduction in process-oriented (as opposed to ability-oriented) teaching practices, which in turn predict students' perception of teacher mindset. We argue that math anxious teachers and their use of particular teaching strategies have the potential to shape students' math achievement and their perceptions of what their teacher believes about math.

| S-EPMC6502250 | biostudies-literature

A meta-analysis of the relation between math anxiety and math achievement.

Project description:Meta-analyses from the 1990s previously have established a significant, small-to-moderate, and negative correlation between math achievement and math anxiety. Since these publications, research has continued to investigate this relation with more diverse samples and measures. Thus, the goal of the present meta-analysis was to provide an update of the math anxiety-math achievement relation and its moderators. Analyzing 747 effect sizes accumulated from research conducted between 1992 and 2018, we found a small-to-moderate, negative, and statistically significant correlation (r = -.28) between math anxiety and math achievement. The relation was significant for all moderator subgroups, with the exception of the relation between math anxiety and assessments measuring the approximate number system. Grade level, math ability level, adolescent/adult math anxiety scales, math topic of anxiety scale, and math assessments were significant moderators of this relation. There is also a tendency for published studies to report significantly stronger correlations than unpublished studies, but overall, large, negative effect sizes are underreported. Our results are consistent with previous findings of a significant relation between math anxiety and math achievement. This association starts in childhood, remains significant through adulthood, is smaller for students in Grades 3 through 5 and postsecondary school, is larger for math anxiety than for statistics anxiety and for certain math anxiety scales, and is smaller for math exam grades and samples selected for low math ability. This work supports future research efforts to determine effective math achievement and math anxiety interventions, which may be most helpful to implement during childhood. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

| S-EPMC8300863 | biostudies-literature

A latent profile analysis of math achievement, numerosity, and math anxiety in twins.

Project description:Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity and math anxiety. Latent profile analysis indicated five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial transmission. These results suggest that there may be distinct profiles of math achievement, numerosity and anxiety; particularly for students who struggle in math.

| S-EPMC4779361 | biostudies-literature

Prior math achievement and inventive production predict learning from productive failure.

Project description:A frequent concern about constructivist instruction is that it works well, mainly for students with higher domain knowledge. We present findings from a set of two quasi-experimental pretest-intervention-posttest studies investigating the relationship between prior math achievement and learning in the context of a specific type of constructivist instruction, Productive Failure. Students from two Singapore public schools with significantly different prior math achievement profiles were asked to design solutions to complex problems prior to receiving instruction on the targeted concepts. Process results revealed that students who were significantly dissimilar in prior math achievement seemed to be strikingly similar in terms of their inventive production, that is, the variety of solutions they were able to design. Interestingly, it was inventive production that had a stronger association with learning from PF than pre-existing differences in math achievement. These findings, consistent across both topics, demonstrate the value of engaging students in opportunities for inventive production while learning math, regardless of prior math achievement.

| S-EPMC10185511 | biostudies-literature

The Arabic version of the modified-abbreviated math anxiety scale: Psychometric properties, gender differences, and associations with different forms of anxiety and math achievement

Project description:Background This study examined the psychometric properties (factor structure, measurement invariance, convergent and criterion validity, inter-correlations, and reliabilities) of an Arabic version of the modified-Abbreviated Math Anxiety Scale (m-AMAS) and gender differences in math anxiety in an Arabic speaking Middle Eastern country, Qatar. Methods A large sample of students in grade 7 to 10 (N = 731) completed the m-AMAS, three different scales to measure science anxiety, test anxiety, and general anxiety, as well as a scholastic math achievement test. Results The two-factor structure of the m-AMAS was confirmed, with good to adequate reliabilities, and its compositional measurement invariance was established across girls and boys in the four grades. In addition, math anxiety correlated positively with science anxiety, test anxiety, and general anxiety. Regression analyses showed that math anxiety was negatively associated with math achievement, even when test anxiety, science anxiety, and general anxiety were considered. Furthermore, girls showed higher math anxiety than boys. Conclusion These adequate psychometric properties of the Arabic m-AMAS suggest that the construct of math anxiety has a cross-cultural similarity.

| S-EPMC9849780 | biostudies-literature

Putting the Goal Back into Grit: Academic Goal Commitment, Grit, and Academic Achievement.

Project description:Grit has recently been challenged for its weak predictive power and the incompleteness of its measurement. This study addressed these issues by taking a developmental, person-oriented approach to study academic-related goal commitment and grit and their effects on academic achievement. Using longitudinal data among Finnish eighth and ninth graders (n = 549, 59.4% female, age = 14-16), the longitudinal changes in grit and academic goal commitment profiles were investigated through latent profile and latent transition analyses. Four profiles were identified across two grades: High committed-persistent and moderate consistency (~17%), Moderate (~60%), Low committed-persistent and moderate-low consistency (~8%) and Extremely low committed-persistent and moderate-low consistency (~12%). The students in the High committed-persistent and moderate consistency profile had the highest academic achievement of all the profiles when controlled for gender, socioeconomic status, conscientiousness, and academic persistence. The results revealed that students' profiles changed between the eighth and ninth grades, with more than one-third of the High committed-persistent and moderate consistency adolescents dropping from this group. Further analysis showed that the profiles varied by educational aspiration, gender, and socioeconomic status. These findings imply that the combination of grit and academic goal commitment influences academic achievement; however, this combination is less common, unstable, and affected by internal and external factors. The study provided important implications on the weak grit effect and the ways to improve it.

| S-EPMC7910368 | biostudies-literature

Spotlight on math anxiety.

Project description:Anxiety disorders are some of the most widespread mental health issues worldwide. In educational settings, individuals may suffer from specific forms of test and performance anxiety that are connected to a knowledge domain. Unquestionably, the most prominent of these is math anxiety. Math anxiety is a widespread problem for all ages across the globe. In the international assessments of the Programme for International Student Assessment (PISA) studies, a majority of adolescents report worry and tension in math classes and when doing math. To understand how math anxiety takes effect, it has to be regarded as a variable within an ensemble of interacting variables. There are antecedents that facilitate the development of math anxiety. They concern environmental factors such as teachers' and parents' attitudes toward their students' and children's ability in math, societal stereotypes (eg, on females' math abilities), or personal factors such as traits or gender. These antecedents influence a number of variables that are important in learning processes. Math anxiety interacts with variables such as self-efficacy or motivation in math, which can intensify or counteract math anxiety. Outcomes of math anxiety concern not only performance in math-related situations, they can also have long-term effects that involve efficient (or not-so-efficient) learning as well as course and even vocational choices. How can math anxiety be counteracted? A first step lies in its correct diagnosis. Questionnaires for the assessment of math anxiety exist for all age groups, starting at primary education level. Help against math anxiety can be offered on different levels: by educational institutions, by teachers and a change in instructional approaches, by parents, or by the affected person. However, much more research is needed to develop effective measures against math anxiety that are tailored to an individual's characteristics and needs.

| S-EPMC6087017 | biostudies-other

How does mathematics anxiety impair mathematical abilities? Investigating the link between math anxiety, working memory, and number processing.

Project description:In contemporary society, it is essential to have adequate mathematical skills. Being numerate has been linked to positive life outcomes and well-being in adults. It is also acknowledged that math anxiety (MA) hampers mathematical skills increasingly with age. Still, the mechanisms by which MA affect performance remain debated. Using structural equation modeling (SEM), we contrast the different ways in which MA has been suggested to interfere with math abilities. Our models indicate that MA may affect math performance through three pathways: (1) indirectly through working memory ability, giving support for the 'affective drop' hypothesis of MA's role in mathematical performance, (2) indirectly through symbolic number processing, corroborating the notion of domain-specific mechanisms pertaining to number, and (3) a direct effect of MA on math performance. Importantly, the pathways vary in terms of their relative strength depending on what type of mathematical problems are being solved. These findings shed light on the mechanisms by which MA may interfere with mathematical performance.

| S-EPMC6347150 | biostudies-literature

The Correlation Between Emergency Medicine Residents' Grit and Achievement.

Project description:Background:Early identification of emergency medicine (EM) residents who struggle with educational attainment is difficult. In-training examination (ITE) scores predict success on the American Board of Emergency Medicine (ABEM) Qualifying Examination; however, results are not available until late in the academic year. The noncognitive trait "grit," defined as "perseverance and passion for long-term goals," predicts achievement in high school graduation rates, undergraduate GPA, and gross anatomy. Grit-S is a validated eight-question scale scored 1 to 5; the average of responses represents a person's grit. Our objective was to determine the correlation between EM resident Grit-S scores and achievement, as measured by MCAT percentiles, ITE scores, and remediation rates. Study Design and Methods:This was a 1-year prospective, multicenter trial involving ten EM residencies from 2017 to 2018. Subjects were PGY-1 to -4 EM residents. Grit-S scores, MCAT percentile, remediation rates, ITE scores, and the ITE score's prediction of passing the ABEM Qualifying Examination were collected. Correlation coefficients were computed to assess the relationship between residents' grit and achievement. Results:A total 385 of 434 (88.7%) residents participated who completed the Grit-S as part of a larger study. The mean Grit-S score was 3.62. Grit positively correlated with the predicted likelihood of passing the ABEM Qualifying Examination (r = 0.134, n = 382, p = 0.025). There was no correlation between grit and remediation (r = -0.04, n = 378, p = 0.46) or grit and MCAT percentiles (r =- 0.08, n = 262, p = 0.22). Conclusions:The positive correlation between Grit-S scores and percent likelihood of passing the ABEM Qualifying Examination demonstrates grit's potential to assist residency leadership in early identification of residents who may attain a lower ITE score.

| S-EPMC6965685 | biostudies-literature

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