Developmental Trajectories of Math Anxiety From Childhood Through Adolescence as Related to Math Course Taking in High School

• In Event: Poster Session 12
  In Poster Session: Student Cognition, Attitudes, and Learning in Math

Abstract

Developmental trajectories of math anxiety as related to students’ high school math course taking were investigated in a longitudinal study using autoregressive and latent growth curve structural equation models. Math anxiety was assessed from ages 10 through 17 and total number of math courses was measured from students’ high school transcripts. Both models fit the data well supporting hypotheses that math anxiety increased and became more stable with age, and that increasing math anxiety predicted less math course taking. Further, as early as age 10, students with higher levels of math anxiety took fewer math courses in high school. With increasing math anxiety students became more math avoidant during high school. Implications concern early intervention to reduce math anxiety.

Authors

• Adele E. Gottfried, California State University - Northridge

• Erin Hilary Arruda, University of California, Los Angeles

• Allen W. Gottfried, Claremont Graduate University

• Pamella H. Oliver, California State University - Fullerton

• Anthony Rodriguez, California State University - Fullerton

• Skye Parral, California State University - Fullerton

• Harry Muessner, California State University - Fullerton