Development of math anxiety and its longitudinal relationships with arithmetic achievement among primary school children

Abstract

The aim of this study is to examine the development of two separable aspects of math anxiety, anxiety about math-related situations and anxiety about failure in math, and their cross-lagged relationship with arithmetic achievement. The mean level of anxiety about math-related situations decreased among second, third, and fourth graders, and the level of anxiety about failure in math declined among third, fourth, and fifth graders. The rank-order of individuals was more stable in arithmetic achievement than in either aspect of math anxiety. Arithmetic achievement predicted later anxiety about failure in math, but neither aspect of math anxiety predicted later achievement. The results underline the importance of paying attention to math anxiety because anxiety about math-related situations seems to be as stable in primary school as it is in secondary school students. It is important to provide sufficient educational support and take into account affective factors related to learning from the beginning of schooling.