"Believing, Feeling, and Achieving in Math: Relations Among Interest, Self-Concept of Ability, Anxiety, and Performance"
AERA 2018 Annual Meeting: “The Dreams, Possibilities, and Necessity of Public Education”
April 13-17, 2018
Title: Believing, Feeling, and Achieving in Math: Relations Among Interest, Self-Concept of Ability, Anxiety, and Performance
Authors: Qingqing Yang, Jacquelynne Eccles
Integrating theories on math interest, self-concept of ability (SCA), anxiety and achievement, this paper simultaneously examined the reciprocal relations among these constructs by analyzing 2998 adolescents in Michigan over two years across the middle school transition using a latent variable cross-lagged panel design. First, we discovered a cyclical pattern: higher interest predicted higher SCA, higher SCA predicted better performance and better performance predicted higher interest and SCA. Second, before the transition, lower SCA predicted higher anxiety; yet after the transition, poorer performance predicted higher anxiety. Lastly, higher anxiety predicted lower SCA. Thus, math SCA may be encouraged by increasing interest, predictors of anxiety may shift because of changes in classroom climates and mood congruent processing may compound consequences of anxiety.