Abstract
In this study, we tested a possible mechanism of the association between math anxiety and math achievement: the mediating role of math-specific grit (i.e., sustaining effort in the face of adversity when learning math). In Study 1, a sample of 10th grade students (N = 222) completed a battery of personality and attitude questionnaires, and math achievement was indexed by curriculum-based examination scores. Mediation analyses indicated that math-specific grit, but not domain-general grit, mediated the relationship between math anxiety and math achievement. In Study 2, we replicated and extended the above findings with another sample of 11th grade students (N = 465). Mediation analyses indicated that math-specific grit and math-specific procrastination played sequential mediating roles in the relationship between math anxiety and math achievement. That is, individuals with higher math anxiety were less gritty in math learning, possibly further leading them to be more procrastinated in performing math work, which may finally result in worse math achievement. In summary, the current study provides the first evidence that math-specific grit may mediate the relationship between math anxiety and math achievement. Furthermore, it also demonstrated the value of math-specific grit over domain-general grit in predicting math success, which invites a broader investigation on subject-specific grit.
Highlights
Math anxiety is defined as a feeling of fear, tension, and apprehension about math (Ashcraft, 2002)
As grit makes students less procrastinated (Jin et al, 2019) and procrastination is negatively correlated with academic achievement (Kim and Seo, 2015), we proposed a sequential mediation relationship between math anxiety, math-specific grit, math-specific procrastination, and math achievement
Math-specific grit was negatively correlated with math anxiety (r = −0.48, p < 0.01) and positively correlated with math achievement (r = 0.27, p < 0.01)
Summary
Math anxiety is defined as a feeling of fear, tension, and apprehension about math (Ashcraft, 2002). A stable negative association between math anxiety and math achievement has been found across individuals and countries (Foley et al, 2017). The present study seeks to explore the mechanisms underlying this association, which may help in developing methods to mitigate the negative effect of math anxiety on math achievement. Psychologists have discovered that math anxiety may lead to worse math achievement in two scenarios—when taking math tests and during daily math learning (Ashcraft, 2002). Math anxiety may deplete cognitive resources (e.g., working memory and attention), resulting in worse math performance (Ashcraft and Kirk, 2001). Math anxiety may alter individuals’ attitude, motivation, and self-confidence toward
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