Empowering Math Minds: How Error-Related Beliefs and Reactions Impact Math Self-Concept and Anxiety (Poster 2)

• In Event: Thursday Poster Session 10:50 am
  In Poster Session: Research in Mathematics Education

Abstract

This study focused on middle school students' attitudes toward errors in mathematics and their adaptive responses, investigating their associations with various affective-motivation constructs. The overarching goal was to understand how students' beliefs and adaptivity to errors relate to their lives. Utilizing the achievement goal theory, structural equation modeling was employed to explore the links between students' error-related beliefs, adaptive responses, perceived goal structures, math self-concept, and math anxiety. Findings revealed that both mastery and performance-approach goal structures positively correlated with adaptive error beliefs and reactions. Additionally, adaptive error responses acted as a protective factor, influencing positive academic self-concept in math and reducing learning anxiety. This study underscores the significance of cultivating positive beliefs and adaptive responses to errors in mathematics education.

Author

• Xingfeiyue Liu, The Ohio State University