Mathematics Anxiety, Emotional Intelligence, Self-Concept: Impacts on Mathematics Achievement in Students With and Without Mathematics Learning Disability

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Quantitative Approaches in Educational Research and Measurement (Table 31)

Abstract

This study investigated the relationship between non-cognitive factors (mathematics anxiety, Trait Emotional Intelligence, and mathematics self-concept) and mathematics performance in students with and without mathematics learning disability (MLD). Participants were 340 3rd, 4th, and 5th grade students from a public elementary school. Results showed that students with MLD had significantly lower mathematics performance compared to their peers. Mathematics anxiety was found to have a negative impact on mathematics performance among students without MLD. While low TEI scores were significant predictors of lower math performance for students with and without MLD. Additionally, mathematics self-concept mediated the relationship between math anxiety and math performance. These findings have important implications for educators who work with students with and without MLD.

Authors

• Qingli Lei, University of Illinois at Chicago

• Di Liu, East China Normal University

• Xiuhan Chen, University of Missouri

• Megan J. Hirni, University of Missouri

• Heba Abdelnaby, University of Missouri