The Relation Between Math Anxiety and Math Achievement: The Mediation Role of Learning Engagement

• In Event: Marriott Roundtable Session 9
  In Roundtable Session: Anxiety: A Closer Look

Abstract

Math anxiety (MA) evokes feelings of unpleasantness and apprehension in academic settings and circumstances that involve mathematics, and subsequently hinders math achievement development (Hembree, 1990). While this direct effect has been documented, the current study explored multidimensional learning engagement as potential routes through which MA may impede math achievement development. Path analyses were utilized to examine indirect effects of learning engagement as a mediator in upper elementary and middle school students. Of the aforementioned facets of learning engagement, behavioral engagement marginally significantly mediated the effect of MA on math achievement. Our findings highlight behavioral disengagement as a potential target for interventions that aim to mitigate the undesired math achievement outcomes in highly math anxious students.  

Authors

• Michael Galvan, Texas Tech University

• Tianyu Li, Texas Tech University

• Leslie Monique Hasty, Texas Tech University

• Zhe Wang, Texas Tech University