##### View/Open

##### Date

2022-07-04##### Author

Weissgerber, Sophia ChristinGrünberg, ChawwahNeufeld, LuisaSteppat, TobiasReinhard, Marc-André##### Metadata

Show full item record
Aufsatz

## The interplay of math anxiety and math competence for later performance

##### Abstract

Math anxiety’s negative effects on performance are well-documented. The interplay of math anxiety and mathematical competence regarding later performance is underexplored. We investigated whether math anxiety’s detrimental effects on learning depend on previous mathematical competence. Hypothesizing a moderation effect, we expected that trait math anxiety should affect pupils of higher competence to a greater extent than pupils with lesser competence. Based on 8th graders in secondary school, we found the expected interaction of math anxiety and math competence (represented by previous math grade) predicting performance three months later. The interaction of math anxiety and math competence on later performance remained despite controlling for math self-concept and gender (and previous topic-specific performance). The moderation showed differential slopes for the effects of math competence on later performance depending on trait math anxiety: At lower competence levels, math anxiety played a lesser role than for higher competence levels. Later performance was lowest for more competent pupils with higher math anxiety relative to their peers with similar competence levels but lower math anxiety. Although the data imply directionality, our design cannot imply causality. Nevertheless, one interpretation of the results is in line with the notion of greater performance losses over time for more competent pupils with higher levels of math anxiety: the learning progress may be aggravated for those, who have the prerequisite in ability to advance their performance. The optimal development of math capabilities may be compromised by math anxiety; good math abilities and low math anxiety may both be prerequisites for long-term learning success.

##### Citation

In: Social Psychology of Education Volume 25 / Issue 4 (2022-07-04) , S. 977-1002 ; eissn:1573-1928##### Sponsorship

Gefördert im Rahmen des Projekts DEAL##### Citation

@article{doi:10.17170/kobra-202209296908,

author={Weissgerber, Sophia Christin and Grünberg, Chawwah and Neufeld, Luisa and Steppat, Tobias and Reinhard, Marc-André},

title={The interplay of math anxiety and math competence for later performance},

journal={Social Psychology of Education},

year={2022}

}

0500 Oax 0501 Text $btxt$2rdacontent 0502 Computermedien $bc$2rdacarrier 1100 2022$n2022 1500 1/eng 2050 ##0##http://hdl.handle.net/123456789/14165 3000 Weissgerber, Sophia Christin 3010 Grünberg, Chawwah 3010 Neufeld, Luisa 3010 Steppat, Tobias 3010 Reinhard, Marc-André 4000 The interplay of math anxiety and math competence for later performance / Weissgerber, Sophia Christin 4030 4060 Online-Ressource 4085 ##0##=u http://nbn-resolving.de/http://hdl.handle.net/123456789/14165=x R 4204 \$dAufsatz 4170 5550 {{Mathematikunterricht}} 5550 {{Angst}} 5550 {{Lernen}} 5550 {{Schulleistungsmessung}} 5550 {{Lernerfolg}} 7136 ##0##http://hdl.handle.net/123456789/14165

2022-09-29T09:48:21Z 2022-09-29T09:48:21Z 2022-07-04 doi:10.17170/kobra-202209296908 http://hdl.handle.net/123456789/14165 Gefördert im Rahmen des Projekts DEAL eng Namensnennung 4.0 International http://creativecommons.org/licenses/by/4.0/ math anxiety learning math abilities math grade test performance 150 370 The interplay of math anxiety and math competence for later performance Aufsatz Math anxiety’s negative effects on performance are well-documented. The interplay of math anxiety and mathematical competence regarding later performance is underexplored. We investigated whether math anxiety’s detrimental effects on learning depend on previous mathematical competence. Hypothesizing a moderation effect, we expected that trait math anxiety should affect pupils of higher competence to a greater extent than pupils with lesser competence. Based on 8th graders in secondary school, we found the expected interaction of math anxiety and math competence (represented by previous math grade) predicting performance three months later. The interaction of math anxiety and math competence on later performance remained despite controlling for math self-concept and gender (and previous topic-specific performance). The moderation showed differential slopes for the effects of math competence on later performance depending on trait math anxiety: At lower competence levels, math anxiety played a lesser role than for higher competence levels. Later performance was lowest for more competent pupils with higher math anxiety relative to their peers with similar competence levels but lower math anxiety. Although the data imply directionality, our design cannot imply causality. Nevertheless, one interpretation of the results is in line with the notion of greater performance losses over time for more competent pupils with higher levels of math anxiety: the learning progress may be aggravated for those, who have the prerequisite in ability to advance their performance. The optimal development of math capabilities may be compromised by math anxiety; good math abilities and low math anxiety may both be prerequisites for long-term learning success. open access Weissgerber, Sophia Christin Grünberg, Chawwah Neufeld, Luisa Steppat, Tobias Reinhard, Marc-André doi:10.1007/s11218-022-09700-y Mathematikunterricht Angst Lernen Schulleistungsmessung Lernerfolg publishedVersion eissn:1573-1928 Issue 4 Social Psychology of Education 977-1002 Volume 25 false

The following license files are associated with this item: