Mathematics anxiety: An intergenerational approach
This study investigated mathematics anxiety from an intergenerational perspective, by investigating data on 172 primary school children and both their biological parents. This family dataset (n = 516) allowed us to not only replicate previous findings per generation, but, importantly, to explore int...
| Main Authors: | , , |
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| Format: | Journal article |
| Language: | English |
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Frontiers
2020
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| _version_ | 1797092526830649344 |
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| author | Vanbinst, K Bellon, E Dowker, A |
| author_facet | Vanbinst, K Bellon, E Dowker, A |
| author_sort | Vanbinst, K |
| collection | OXFORD |
| description | This study investigated mathematics anxiety from an intergenerational perspective, by investigating data on 172 primary school children and both their biological parents. This family dataset (n = 516) allowed us to not only replicate previous findings per generation, but, importantly, to explore intergenerational correlations. We found a significant negative association between sixth graders’ arithmetical performance and their mathematics anxiety. Gender differences occurred in each generation: females were more anxious than males about mathematics. Interestingly, these gender differences were not found in actual arithmetical performance. Analyses of our intergenerational data revealed that children’s mathematics anxiety was significantly associated with their mothers’ mathematics anxiety and both their mothers’ and fathers’ educational level. Regression analyses revealed that the significance level of mothers’ mathematics anxiety became borderline when considering mathematics anxiety and educational level of both parents simultaneously. Interestingly, mathematics anxiety as well as educational level of both biological parents was associated, suggesting that mathematics anxiety results from a complex entanglement of nature and nurture. Current intergenerational data suggest a complex familial basis of mathematics anxiety and indicate that the investigation of parental levels of education and mathematics anxiety contributes to the understanding of individual differences in children’s arithmetic performance. |
| first_indexed | 2024-03-07T03:47:12Z |
| format | Journal article |
| id | oxford-uuid:bfe2fa3b-9d2a-415e-bbcd-8b437b8e2884 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T03:47:12Z |
| publishDate | 2020 |
| publisher | Frontiers |
| record_format | dspace |
| spelling | oxford-uuid:bfe2fa3b-9d2a-415e-bbcd-8b437b8e28842022-03-27T05:50:52ZMathematics anxiety: An intergenerational approachJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:bfe2fa3b-9d2a-415e-bbcd-8b437b8e2884EnglishSymplectic ElementsFrontiers2020Vanbinst, KBellon, EDowker, AThis study investigated mathematics anxiety from an intergenerational perspective, by investigating data on 172 primary school children and both their biological parents. This family dataset (n = 516) allowed us to not only replicate previous findings per generation, but, importantly, to explore intergenerational correlations. We found a significant negative association between sixth graders’ arithmetical performance and their mathematics anxiety. Gender differences occurred in each generation: females were more anxious than males about mathematics. Interestingly, these gender differences were not found in actual arithmetical performance. Analyses of our intergenerational data revealed that children’s mathematics anxiety was significantly associated with their mothers’ mathematics anxiety and both their mothers’ and fathers’ educational level. Regression analyses revealed that the significance level of mothers’ mathematics anxiety became borderline when considering mathematics anxiety and educational level of both parents simultaneously. Interestingly, mathematics anxiety as well as educational level of both biological parents was associated, suggesting that mathematics anxiety results from a complex entanglement of nature and nurture. Current intergenerational data suggest a complex familial basis of mathematics anxiety and indicate that the investigation of parental levels of education and mathematics anxiety contributes to the understanding of individual differences in children’s arithmetic performance. |
| spellingShingle | Vanbinst, K Bellon, E Dowker, A Mathematics anxiety: An intergenerational approach |
| title | Mathematics anxiety: An intergenerational approach |
| title_full | Mathematics anxiety: An intergenerational approach |
| title_fullStr | Mathematics anxiety: An intergenerational approach |
| title_full_unstemmed | Mathematics anxiety: An intergenerational approach |
| title_short | Mathematics anxiety: An intergenerational approach |
| title_sort | mathematics anxiety an intergenerational approach |
| work_keys_str_mv | AT vanbinstk mathematicsanxietyanintergenerationalapproach AT bellone mathematicsanxietyanintergenerationalapproach AT dowkera mathematicsanxietyanintergenerationalapproach |