Child Anxiety Profiles in Chilean Elementary School Students and Academic Self-Attributions in Mathematics
Bibliographic Data
| ID | 16910925 |
|---|---|
| Authors | AITANA FERNÁNDEZ-SOGORB (0000-0003-2709-1099, University of Alicante), Nelly Lagos (0000-0002-2029-5219, University of Bío-Bío), Nelly G Lagos-San Martín, Ricardo Sanmartin (0000-0003-1195-358X, University of Alicante, corresponding author), María Vicent-Juan (0000-0002-6254-4770, University of Alicante) |
| Year | 2021 |
| Volume | 11 |
| Issue | 4 |
| Publication date | 2021-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440211061396 |
| OpenAlex | W3215522863 |
| Language | EN |
| References cited | 67 |
The present study had a dual objective: to verify the existence of profiles of anxious students and to relate the possible profiles with causal self-attributions in the area of mathematics. The sample consisted of 1,730 Chilean children from 9 to 11 years old ( M = 10.05; SD = 1.03). The Visual Analog Scale for Anxiety-Revised and the Sydney Attribution Scale were administered. Four profiles were found by using the latent class analysis: Low Anxiety, Moderate Anxiety, Moderate Anxiety School-type and High Anxiety. The High Anxiety profile tended to attribute its failures more to ability and effort. However, the Moderate Anxiety School-type group showed a greater tendency to attribute its failures to external causes and its successes to effort. The practical implications of these findings for improving the attributional style and the anxiety levels of each profile are discussed
Anxiety · Attribution · Developmental psychology · Geography · Psychiatry · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Education, Achievement, and Giftedness · Psychology · Social Psychology
Handbook of Motivation at School
Local solutions in the estimation of growth mixture models.
The Chicken or the Egg? The Direction of the Relationship Between Mathematics Anxiety and Mathematics Performance
Math Anxiety
An attributional theory of achievement motivation and emotion.
School refusal behavior
The impact of mathematics anxiety on self-regulated learning and mathematical literacy
Interviewing Children and Young People for Research
Digital Storytelling Enhancing Chinese Primary School Students’ Self-Efficacy in Mathematics Learning
Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers
Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress
How success enhances self-serving bias
Sociocultural and Educational Correlates of Success-Failure Attributions and Evaluation Anxiety in the School Setting for Black, Hispanic, and Anglo Children
Disposición al estudio, autoeficacia y atribuciones causales en estudiantes universitarios chilenos
Academic Achievement and Peer Tutoring in Mathematics
Self-serving biases in the attribution of causality
The Association Between Attachment Patterns and Parenting Styles With Emotion Regulation Among Palestinian Preschoolers
Measurement Model and Adaptation of a Self-Efficacy Scale for Mathematics in University Students
The Relationship Between Sources of Mathematics Self-Efficacy and Mathematics Test and Course Achievement in High School Seniors
| Citation velocity | historical |
|---|---|
| Highly cited | No |