Article
The causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis
Correction(s) for this article
-
Erratum to “the causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis”
- Volume 27Issue 3Journal of Adolescence
- pages: 379-379
- First Published online: May 25, 2004
X Ma,
Jiangming Xu,
Corresponding Author
X Ma
University of Kentucky, Lexiton, KY, 40506 USA
Corresponding authorSearch for more papers by this authorX Ma,
Jiangming Xu,
Corresponding Author
X Ma
University of Kentucky, Lexiton, KY, 40506 USA
Corresponding authorSearch for more papers by this authorAbstract
Using data from the Longitudinal Study of American Youth (LSAY), we aimed to determine the causal ordering between mathematics anxiety and mathematics achievement. Results of structural equation modelling showed that, across the entire junior and senior high school, prior low mathematics achievement significantly related to later high mathematics anxiety, but prior high mathematics anxiety hardly related to later low mathematics achievement. Mathematics achievement was more reliably stable from year to year than mathematics anxiety. There were statistically significant gender differences in the causal ordering between mathematics anxiety and mathematics achievement. Prior low mathematics achievement significantly related to later high mathematics anxiety for boys across the entire junior and senior high school but for girls at critical transition points only. Mathematics anxiety was more reliably stable from year to year among girls than among boys.
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