Relation of State- and Trait-Math Anxiety to Intelligence, Math Achievement and Learning Motivation
This article is a preprint and has not been certified by peer review [What does this mean?].
Author(s) / Creator(s)
Orbach, Lars
Herzog, Moritz
Fritz, Annemarie
Other kind(s) of contributor
University of Duisburg-Essen
Abstract / Description
This study investigates math anxiety (MA) by comparing trait-components of MA with realtime assessments of situational anxiety responses (state-components) in children. The research to date on MA in children is somewhat disparate in regard to methodology, and firm conclusions regarding the relation of MA to intelligence, math achievement and learning motivation are not readily drawn. Typically, the measures used in the MA research have differed by operationalizing either trait-MA and/or state- (or statelike)-MA, but have failed to compare the implications of their respective assumptions and the significance of their findings. Trait-MA and state-MA, self-ratings of math skills, attitudes towards mathematics, math achievement, the social anxiety, test anxiety, learning motivation and intelligence of 1,179 students (48.1% girls) from grades 4 and 5, were assessed. The findings yield evidence of a pronounced state-trait discrepancy. A negative correlation between state-MA and math achievement was observed for all intelligence levels, even when controlling for test- and social-anxiety traits, while there was no negative relation between trait-MA and achievement. State-MA was associated with lower intelligence, lower self-ratings, more negative attitudes, higher performance avoidance and work avoidance goals. In contrast, trait-MA was slightly related to higher mastery approach goals. The failure to adequately differentiate between state- and trait-based research into MA appears to be one reason for key inconsistencies between research findings and warrants further investigations.
Preprint of: Orbach, L., Herzog, M., & Fritz, A. (2019). Relation of state- and trait-math anxiety to intelligence, math achievement and learning motivation. Journal of Numerical Cognition, 5(3), 371–399. https://doi.org/10.5964/jnc.v5i3.204
Keyword(s)
math anxiety state- and trait anxiety math performance learning motivation educational psychologyPersistent Identifier
Date of first publication
2019
Publisher
PsychArchives
Is version of
Citation
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(preprint)Orbach, Herzog, Fritz_Relation of State- and Trait-Math Anxiety to Intelligence, Math Achievement and Learning Motivation.pdfAdobe PDF - 5.6MBMD5: a690cd12cfd8c668c91aa6ea667ff95a
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There are no other versions of this object.
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Author(s) / Creator(s)Orbach, Lars
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Author(s) / Creator(s)Herzog, Moritz
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Author(s) / Creator(s)Fritz, Annemarie
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Other kind(s) of contributorUniversity of Duisburg-Essen
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PsychArchives acquisition timestamp2019-05-06T09:48:32Z
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Made available on2019-05-06T09:48:32Z
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Date of first publication2019
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Abstract / DescriptionThis study investigates math anxiety (MA) by comparing trait-components of MA with realtime assessments of situational anxiety responses (state-components) in children. The research to date on MA in children is somewhat disparate in regard to methodology, and firm conclusions regarding the relation of MA to intelligence, math achievement and learning motivation are not readily drawn. Typically, the measures used in the MA research have differed by operationalizing either trait-MA and/or state- (or statelike)-MA, but have failed to compare the implications of their respective assumptions and the significance of their findings. Trait-MA and state-MA, self-ratings of math skills, attitudes towards mathematics, math achievement, the social anxiety, test anxiety, learning motivation and intelligence of 1,179 students (48.1% girls) from grades 4 and 5, were assessed. The findings yield evidence of a pronounced state-trait discrepancy. A negative correlation between state-MA and math achievement was observed for all intelligence levels, even when controlling for test- and social-anxiety traits, while there was no negative relation between trait-MA and achievement. State-MA was associated with lower intelligence, lower self-ratings, more negative attitudes, higher performance avoidance and work avoidance goals. In contrast, trait-MA was slightly related to higher mastery approach goals. The failure to adequately differentiate between state- and trait-based research into MA appears to be one reason for key inconsistencies between research findings and warrants further investigations.
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Abstract / DescriptionPreprint of: Orbach, L., Herzog, M., & Fritz, A. (2019). Relation of state- and trait-math anxiety to intelligence, math achievement and learning motivation. Journal of Numerical Cognition, 5(3), 371–399. https://doi.org/10.5964/jnc.v5i3.204en_US
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Publication statusacceptedVersion
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Review statuspeerReviewed
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/2062
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.2433
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Language of contentengen_US
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PublisherPsychArchivesen_US
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Is version ofhttps://doi.org/10.5964/jnc.v5i3.204
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Is related tohttps://doi.org/10.5964/jnc.v5i3.204
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Keyword(s)math anxietyen_US
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Keyword(s)state- and trait anxietyen_US
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Keyword(s)math performanceen_US
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Keyword(s)learning motivationen_US
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Keyword(s)educational psychologyen_US
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Dewey Decimal Classification number(s)150
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TitleRelation of State- and Trait-Math Anxiety to Intelligence, Math Achievement and Learning Motivationen_US
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DRO typepreprinten_US