Mathematics interest, anxiety, self-efficacy and achievement: Examining reciprocal relations

Abstract

The present study examined the reciprocal relations among mathematics interest (MI), mathematics anxiety (MA), mathematics self-efficacy (MSE) and mathematics achievement of primary school students. Based on longitudinal data from 2789 participants, general latent variable modeling framework was used to explore reciprocal effects. The results indicated that (a) prior mathematics achievement positively predicted later MI, whereas previous MI did not affect subsequent mathematics achievement; (b) there was a bidirectional relationship between MA and mathematics achievement as well as MSE and mathematics achievement; (c) prior MA and MSE significantly predicted later MI, whereas the opposite was not; and (d) MA and MSE were reciprocally linked over time. These research results emphasized the importance of developing students' positive mathematical attitudes, emotions and beliefs and shed light on primary school students' mathematics learning in China.