The Affective and Cognitive Dimensions of Math Anxiety: A Cross-National Study

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  • 1 University of California, Santa Barbara
  • 2 National Chang-Hwa University of Education, Republic of China
  • 3 Seisen Women's Junior College, Japan
  • 4 Beijing Institute of Education, People's Republic of China

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.

Contributor Notes

Hsiu-Zu Ho, Associate Professor, Graduate School of Education, University of California, Santa Barbara, CA 93106-9490; ho@education.ucsb.edu

Deniz Senturk, Graduate Student, Graduate School of Education, University of California, Santa Barbara, CA 93106-9490; dsenturk@education.ucsb.edu

Amy G. Lam, Graduate Student, Graduate School of Education, University of California, Santa Barbara, CA 93106-9490; amylam@education.ucsb.edu

Jules M. Zimmer, Professor, Graduate School of Education, University of California, Santa Barbara, CA 93106-9490; jules@education.ucsb.edu

Sehee Hong, Assistant Professor, Graduate School of Education, University of California, Santa Barbara, CA 93106-9490; shong@education.ucsb.edu

Yukari Okamoto, Associate Professor, Graduate School of Education, University of California, Santa Barbara, CA 93106-9490; yukari@education.ucsb.edu

Sou-Yung Chiu, Professor, Department of Mathematics, National Chang-Hwa University of Education, Chang Hwa City, Taiwan, Republic of China; sychiu@math.ncue.edu.tw

Yasuo Nakazawa, Assistant Professor, Seisen Women's Junior College, Uwano 2-120-B, Nagano City, Japan 381-0085; yasnakazawa@msn.com

Chang-Pei Wang, Professor, Beijing Institute of Education, Jia 24 Huang Si Da Jie, De Sheng Men Wai, P.O. 100011, Beijing, People's Republic of China;cp.wang@263.ne

(Corresponding author is Ho ho@education.ucsb.edu)(Corresponding author is Senturk dsenturk@education.ucsb.edu)(Corresponding author is Lam amylam@education.ucsb.edu)(Corresponding author is Zimmer jules@education.ucsb.edu)(Corresponding author is Hong shong@education.ucsb.edu)(Corresponding author is Okamoto yukari@education.ucsb.edu)(Corresponding author is Chiu sychiu@math.ncue.edu.tw)(Corresponding author is Nakazawa yasnakazawa@msn.com)(Corresponding author is Wang China;cp.wang@263.ne)
Journal for Research in Mathematics Education

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