Examining Math and Science Self-Efficacy and Anxiety in Fifth-Grade English Learners

• In Event: English Learners in Science and Math Classrooms: Curriculum, Language Practices, and Learner Perceptions

Abstract

The current study examined levels of math and science self-efficacy and anxiety in 332 fifth-grade native English-speaking students, EL students reaching proficiency, yet still being monitored, and EL students receiving ESOL services. The first aim of this study was to examine mean levels of math and science self-efficacy and anxiety among the three groups of students. Different patterns of findings emerged for math and science as well as for self-efficacy and anxiety. The second aim of this study was to examine the pathways by which EL status contributes to achievement through self-efficacy and anxiety. While there were no indirect effects for math or anxiety, EL status was related to science achievement through science self-efficacy. Implications for educators are discussed.

Authors

• Alison Elizabeth Baroody, San Francisco State University

• Eileen G. Merritt, University of Virginia

• Sara E. Rimm-Kaufman, University of Virginia