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Developmental Relations between Math Self-Concept, Interest, and Anxiety in Elementary School: A Latent Change Score Modeling Study
Developmental Relations between Math Self-Concept, Interest, and Anxiety in Elementary School: A Latent Change Score Modeling Study
- Source :
-
ProQuest LLC . 2023Ph.D. Dissertation, The Florida State University. - Publication Year :
- 2023
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Abstract
- Math achievement is an important predictor of progression to later science, technology, engineering, and math (STEM) education and careers. However, attitudinal factors also play a role, and interventions attempting to improve math attitudes may be important for increasing the number of STEM-aspiring students. To design effective interventions, it is important to understand how these variables might be related, and how these relations develop over time. This study used Latent Change Score Modeling (LCSM) with an accelerated cohort design to examine how three attitudinal variables -- math self-concept, math interest, and math anxiety -- codevelop in a sample of 2,954 students from a three-wave study covering fall of kindergarten to spring of third grade, and to investigate how patterns of co-development might differ by gender. Univariate models indicated that math interest and math anxiety decreased, while math self-concept increased over the time period. Levels of self-concept influenced subsequent change in interest, levels of interest influenced subsequent change in anxiety, and levels of anxiety influenced subsequent change in interest. Change in interest also influenced later change in anxiety. Patterns of co-development were broadly similar for girls and boys, with some key distinctions, most notably a lack of significant univariate change in interest for girls and a lack of significant coupling between anxiety and change in self-concept in boys. Findings suggest that interventions focusing on maintaining high levels of math interest and self-concept, and reducing math anxiety, may be particularly fruitful in terms of their effects on other variables, and that interventions specifically focused on increasing math self-concept may be especially beneficial for girls. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Details
- Language :
- English
- ISBN :
- 979-83-8039-285-3
- ISBNs :
- 979-83-8039-285-3
- Database :
- ERIC
- Journal :
- ProQuest LLC
- Publication Type :
- Dissertation/ Thesis
- Accession number :
- ED638264
- Document Type :
- Dissertations/Theses - Doctoral Dissertations