Resources for:
  • Current Students
  • Faculty & Staff
  • Alumni
  • Directory
  • News
  • Events
UCI School of Education
  • About Us
    • Dean's Welcome
    • Our Mission & Vision
    • Facts & Information
    • Climate Council
    • Maps & Directions
  • Academics
    • Ph.D. in Education
    • MAT + Credential
    • Undergraduate
  • Community Engagement
    • Overview
    • Teacher Academy >
      • California Reading & Literature Project
      • UCI CalTeach
      • UCI History Project
      • UCI Math Project
      • UCI Science Project
      • UCI Writing Project
    • Orange County Educational Advancement Network
    • Center for Educational Partnerships >
      • SAGE Scholars Program
      • COSMOS
      • California Alliance for Minority Participation
    • Center for Research on Teacher Development and Professional Practice
  • Faculty
    • Our Faculty
    • Faculty Interviews
    • Centers
    • publications
  • Giving

"Believing, Feeling, and Achieving in Math: Relations Among Interest, Self-Concept of Ability, Anxiety, and Performance"

3/9/2018

 
AERA 2018 Annual Meeting: “The Dreams, Possibilities, and Necessity of Public Education”
April 13-17, 2018
New York
 
Title: "Believing, Feeling, and Achieving in Math: Relations Among Interest, Self-Concept of Ability, Anxiety, and Performance"
Authors: Qingqing Yang, Jacquelynne Eccles
 
Abstract

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.


Comments are closed.
Quick Links:

Fall 2022 Magazine
​Faculty & Research
Faculty Interviews
Directory
Admissions
​Giving
​News Center
Employment
Programs:
​
PhD in Education
MAT
Major in Edu Science
Minor in Edu Studies
CalTeach
CASE
Resources for:
​

​Current Students​
Faculty & Staff
University of California, Irvine
School of Education
401 E. Peltason Drive
Suite 3200
Irvine, CA  92617
(949) 824-8073

Picture
© ​2022 UC Regents 
  • About Us
    • Dean's Welcome
    • Our Mission & Vision
    • Facts & Information
    • Climate Council
    • Maps & Directions
  • Academics
    • Ph.D. in Education
    • MAT + Credential
    • Undergraduate
  • Community Engagement
    • Overview
    • Teacher Academy >
      • California Reading & Literature Project
      • UCI CalTeach
      • UCI History Project
      • UCI Math Project
      • UCI Science Project
      • UCI Writing Project
    • Orange County Educational Advancement Network
    • Center for Educational Partnerships >
      • SAGE Scholars Program
      • COSMOS
      • California Alliance for Minority Participation
    • Center for Research on Teacher Development and Professional Practice
  • Faculty
    • Our Faculty
    • Faculty Interviews
    • Centers
    • publications
  • Giving
  • Resources For:
  • Future Students
  • Current Students
  • Faculty & Staff

  • Search This Site
  • Directory
  • News
  • Events