Abstract
Although interest in math anxiety in young children has recently increased, the results of previous studies on math anxiety correlates are inconsistent. The article presents the results of two studies conducted among early school-aged learners (6–11 years) where the Math Anxiety Questionnaire for Children (MAQC) was used. The results indicate that the MAQC score (a) positively and moderately/strongly correlates with other math anxiety scales, (b) positively and moderately correlates with general and test anxiety, (c) and negatively and moderately correlates with mathematical achievements. Significant relationships between math anxiety and math achievement occur even if general and test anxiety are controlled. Moreover, the results of the group comparison test show that children with a high level of math self-esteem have lower math anxiety than children with medium math self-esteem; children with medium and high Polish language self-esteem do not differ from each other in math anxiety. It may be concluded that math anxiety in young children is a specific kind of anxiety, and its correlates are similar to those in secondary school-age children, adolescents, and adults.
Highlights
Interest in math anxiety in young children has recently increased, the results of previous studies on math anxiety correlates are inconsistent
If math anxiety is related to math achievement in young children, even in those cases where general and test anxiety are controlled, this means that math anxiety is uniquely related to math
Additional analyses were conducted to check whether the Math Anxiety Questionnaire for Children (MAQC) score is related to math achievement even when general anxiety and test anxiety are controlled
Summary
Interest in math anxiety in young children has recently increased, the results of previous studies on math anxiety correlates are inconsistent. Most studies involving young children showed a negative correlation between math anxiety and math achievement (Gierl & Bisanz, 1995; Harari et al, 2013; Jameson 2013; Ramirez et al, 2013, 2016; Wu et al, 2012; Vukovic et al, 2013 – among children with high working memory capacity; Szczygieł, 2019); other studies reported no relationship between both variables (Cargnelutti et al, 2016; Krinzinger et al, 2009; Harari et al, 2013; Thomas & Dowker, 2000). If math anxiety is related to math achievement in young children, even in those cases where general and test anxiety are controlled, this means that math anxiety is uniquely related to math
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