Abstract
Mathematics anxiety (MA) and mathematics motivation (MM) are important multi-dimensional non-cognitive factors in mathematics learning. While the negative relation between global MA and MM is well replicated, the relations between specific dimensions of MA and MM are largely unexplored. The present study utilized latent profile analysis to explore profiles of various aspects of MA (including learning MA and exam MA) and MM (including importance, self-perceived ability, and interest), to provide a more holistic understanding of the math-specific emotion and motivation experiences. In a sample of 927 high school students (13–21 years old), we found 8 distinct profiles characterized by various combinations of dimensions of MA and MM, revealing the complexity in the math-specific emotion-motivation relation beyond a single negative correlation. Further, these profiles differed on mathematics learning behaviors and mathematics achievement. For example, the highest achieving students reported modest exam MA and high MM, whereas the most engaged students were characterized by a combination of high exam MA and high MM. These results call for the need to move beyond linear relations among global constructs to address the complexity in the emotion-motivation-cognition interplay in mathematics learning, and highlight the importance of customized intervention for these heterogeneous groups.
Highlights
Mathematics anxiety (MA) and mathematics motivation (MM) are important multi-faceted non-cognitive factors in mathematics learning
The mean was lower for learning MA compared to exam MA, suggesting that exam MA was more prevalent compared to learning MA
The diverse range of emotions and motivations developed during the math learning process has profound implications in mathematics education, as these influence the mobilization of cognitive resources during a math test, and long-term learning behaviors [6, 27,28]
Summary
Mathematics anxiety (MA) and mathematics motivation (MM) are important multi-faceted non-cognitive factors in mathematics learning. MA refers to the fear and apprehension experienced prior to or during math-related activities [1]. MM captures the extent to which individuals value the importance of math abilities, are interested in math-related activities, and are motivated to perform well in math [2]. Studies consistently reported modest to moderate negative correlations between MA and MM [3, 4], their relations are likely more intricate than a negative linear association. Wang and colleagues [5] argued that MA and MM are conceptually related but distinctive.
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