The affective and cognitive dimensions of math anxiety: A cross-national study

Hsiu Zu Ho; Deniz Senturk; Amy G. Lam; Jules M. Zimmer; Sehee Hong; Yukari Okamoto; Sou Yung Chiu; Yasuo Nakazawa; Chang Pei Wang

doi:10.2307/749811

The affective and cognitive dimensions of math anxiety: A cross-national study

Hsiu Zu Ho^*
, Deniz Senturk
, Amy G. Lam
, Jules M. Zimmer
, Sehee Hong
, Yukari Okamoto
, Sou Yung Chiu
, Yasuo Nakazawa
, Chang Pei Wang

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

191 Citations (Scopus)

Abstract

In this study we focus on math anxiety, comparing its dimensions, levels, and relationship with mathematics achievement across samples of 6th-grade students from China, Taiwan, and the United States. The results of confirmatory factor analyses supported the theoretical distinction between affective and cognitive dimensions of math anxiety in all 3 national samples. The analyses of structural equation models provided evidence for the differential predictive validity of the 2 dimensions of math anxiety. Specifically, across the 3 national samples, the affective factor of math anxiety was significantly related to mathematics achievement in the negative direction. Gender by nation interactions were also found to be significant for both affective and cognitive math anxiety.

Original language	English
Pages (from-to)	362-379
Number of pages	18
Journal	Journal for Research in Mathematics Education
Volume	31
Issue number	3
DOIs	https://doi.org/10.2307/749811
Publication status	Published - 2000 May
Externally published	Yes

Keywords

Achievement
Affect
Anxiety
Cross-cultural studies
Gender issues
Multivariate techniques

ASJC Scopus subject areas

Mathematics (miscellaneous)
Education

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10.2307/749811

Cite this

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title = "The affective and cognitive dimensions of math anxiety: A cross-national study",

abstract = "In this study we focus on math anxiety, comparing its dimensions, levels, and relationship with mathematics achievement across samples of 6th-grade students from China, Taiwan, and the United States. The results of confirmatory factor analyses supported the theoretical distinction between affective and cognitive dimensions of math anxiety in all 3 national samples. The analyses of structural equation models provided evidence for the differential predictive validity of the 2 dimensions of math anxiety. Specifically, across the 3 national samples, the affective factor of math anxiety was significantly related to mathematics achievement in the negative direction. Gender by nation interactions were also found to be significant for both affective and cognitive math anxiety.",

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author = "Ho, \{Hsiu Zu\} and Deniz Senturk and Lam, \{Amy G.\} and Zimmer, \{Jules M.\} and Sehee Hong and Yukari Okamoto and Chiu, \{Sou Yung\} and Yasuo Nakazawa and Wang, \{Chang Pei\}",

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AU - Hong, Sehee

AU - Okamoto, Yukari

AU - Chiu, Sou Yung

AU - Nakazawa, Yasuo

AU - Wang, Chang Pei

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N2 - In this study we focus on math anxiety, comparing its dimensions, levels, and relationship with mathematics achievement across samples of 6th-grade students from China, Taiwan, and the United States. The results of confirmatory factor analyses supported the theoretical distinction between affective and cognitive dimensions of math anxiety in all 3 national samples. The analyses of structural equation models provided evidence for the differential predictive validity of the 2 dimensions of math anxiety. Specifically, across the 3 national samples, the affective factor of math anxiety was significantly related to mathematics achievement in the negative direction. Gender by nation interactions were also found to be significant for both affective and cognitive math anxiety.

AB - In this study we focus on math anxiety, comparing its dimensions, levels, and relationship with mathematics achievement across samples of 6th-grade students from China, Taiwan, and the United States. The results of confirmatory factor analyses supported the theoretical distinction between affective and cognitive dimensions of math anxiety in all 3 national samples. The analyses of structural equation models provided evidence for the differential predictive validity of the 2 dimensions of math anxiety. Specifically, across the 3 national samples, the affective factor of math anxiety was significantly related to mathematics achievement in the negative direction. Gender by nation interactions were also found to be significant for both affective and cognitive math anxiety.

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KW - Gender issues

KW - Multivariate techniques

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ER -

The affective and cognitive dimensions of math anxiety: A cross-national study

Abstract

Keywords

ASJC Scopus subject areas

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