Understanding the Relationship Between Student Math Anxiety and Learning Outcomes (Poster 31)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Student Emotions, Motivation, and Teacher-Student Dynamics

Abstract

Math Anxiety has been found to negatively correlate with math achievement, affecting students’ choices to take fewer math classes and avoid math educational opportunities. Lowered exposure, practice, and competency will increase anxiety and decrease mathematical achievement further, exacerbating this cycle. This study used multilevel latent class analysis to understand student profiles of math anxiety and how they interact with [Program], an educational technology program that provides affective support to students. We were interested in the types of effort students put into [Program] and how they relate to math achievement. Results indicated three profiles—Highly Anxious, Performance Anxiety, Calm. These findings give us with a nuanced understanding of math anxiety and how educational technology can support students with different anxiety profiles.

Authors

• Melissa Lee, WestEd

• Chun-Wei Kevin Huang, WestEd

• Kelly Collins, WestEd

• Mingyu Feng, WestEd