Preprint

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This article is a preprint and has not been certified by peer review [What does this mean?].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 psychology

Persistent Identifier

Date of first publication

2019

Publisher

PsychArchives

Is version of

Citation

  • Author(s) / Creator(s)
    Orbach, Lars
  • Author(s) / Creator(s)
    Herzog, Moritz
  • Author(s) / Creator(s)
    Fritz, Annemarie
  • Other kind(s) of contributor
    University of Duisburg-Essen
  • PsychArchives acquisition timestamp
    2019-05-06T09:48:32Z
  • Made available on
    2019-05-06T09:48:32Z
  • Date of first publication
    2019
  • 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.
  • Abstract / Description
    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
    en_US
  • Publication status
    acceptedVersion
  • Review status
    peerReviewed
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/2062
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.2433
  • Language of content
    eng
    en_US
  • Publisher
    PsychArchives
    en_US
  • Is version of
    https://doi.org/10.5964/jnc.v5i3.204
  • Is related to
    https://doi.org/10.5964/jnc.v5i3.204
  • Keyword(s)
    math anxiety
    en_US
  • Keyword(s)
    state- and trait anxiety
    en_US
  • Keyword(s)
    math performance
    en_US
  • Keyword(s)
    learning motivation
    en_US
  • Keyword(s)
    educational psychology
    en_US
  • Dewey Decimal Classification number(s)
    150
  • Title
    Relation of State- and Trait-Math Anxiety to Intelligence, Math Achievement and Learning Motivation
    en_US
  • DRO type
    preprint
    en_US