Poster #3 - Multilevel Mediation Model of Control-Value Theory Predicting Community College Students' Trait- and State-Based Mathematics Anxiety

• In Event: 18.060 - MTCC Poster Session Two
  In Poster Session: 18.060-2 - Emotion Regulation and Affective Experiences in Learning Contexts

Abstract

Understanding the antecedents of mathematics anxiety (MA) is essential to reach struggling students. However, research has yet to address the development of MA in community college students. Control-value theory (CVT) suggests that the classroom environment influences students’ control and value appraisals, which then trigger MA. A multilevel mediation analysis with community college students (N = 457) in intermediate algebra was conducted to test the CVT model with four different measures of MA: course-based trait, exam-based trait, end-of-survey state, and exam-day state. Excessive lesson demands and self-efficacy significantly predicted all measures with excessive lesson demands partially mediated. For all but exam-day state MA, autonomy support was a significant predictor, explaining a large amount of between classroom variance and not mediated.

Authors

• Holly L. Klee, George Mason University

• Michelle M. Buehl, George Mason University

• Angela D. Miller, George Mason University