An Expectancy-Value Perspective on Elementary Students' Worries About Their Math and Reading Performance

• In Event: 32.025 - Antecedents and Consequences of Students' Math Anxiety

Abstract

Drawing on Eccles et al. expectancy-value theory and Pekrun’s control-value theory, the present study examined the motivational underpinnings of elementary students’ worries about performing poorly in math and reading (N = 805). With one exception, the analyses confirmed interactive associations between children’s ability self-concepts and valuing of math and reading in predicting worry. Moderated mediation analyses further suggested that when children’s self-concepts of ability were low to moderate, students’ perceived parental valuing of their math and reading performance indirectly positively predicted children’s worrying via its positive association with children’s own valuing of these subjects. Thus, when children perceive high performance in math and reading as potentially difficult to attain, perceived parental valuing might negatively impact their wellbeing in school.

Authors

• Fani Lauermann, University of Bonn

• Jacquelynne Eccles, University of California - Irvine

• Reinhard Pekrun, University of Essex