Conquering Math Anxiety: The Power of Being a Big Fish in a Little Pond (Poster 1)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Perspectives on Learning and Development: Exploring Motivations, Cognition, and Contextual Factors

iPresentation URL: https://aera24-aera.ipostersessions.com/Default.aspx?s=61-AA-19-C5-FC-B2-DF-0C-42-96-D0-7C-9B-DF-6E-40

Abstract

This study examined the effect of school-average achievement on math anxiety, while considering the mediating role of math self-concept and the moderating role of perceived control. The sample consisted of 4,978 fifteen-year-old students from the USA (49.3% Female). The results of multilevel analysis revealed that school-average achievement positively predicted math anxiety, even after controlling for individual student achievement, SES and gender. The results also showed that math self-concept mediated the relationship between school-average achievement and math anxiety. Furthermore, perceived control moderated the effect of school-average achievement on math anxiety. These findings shed light on the complex dynamics between school context, individual factors, and math anxiety.

Author

• Wondimu Ahmed, University of Akron