The (Joint) Effects of Self-Concept, Mindset, and Gender on Math Anxiety

• In Event: Fairmont Roundtable Session Twelve
  In Roundtable Session: How Do Social Identities and the Broader Historical and Cultural Context Shape Motivation? (Table 11)

Abstract

The aim of the present study was bringing together the research strands on self-concept and implicit theories of ability and to investigate their joint effects on math anxiety while also considering gender. As expected, results from structural equation modelling with 1,404 secondary school students in Germany (52% female) showed that higher self-concept, a less fixed mindset, and being male predicted lower levels of math anxiety (main effects). Especially problematic was a low self-concept coupled with a fixed mindset (interaction effect), which resulted in the highest math anxiety. Main and interaction effects were invariant across gender. We conclude that both girls and boys should emotionally profit from instructional environments that provide mastery experiences, while promoting a malleable belief of mathematical competencies.

Authors

• Franziska Eckerskorn, LMU Munich
  Presenting Author

• Carolin Schwab, University of Munich
  Non-Presenting Author

• Anne C. Frenzel, University of Munich
  Non-Presenting Author