Antecedents of science anxiety in elementary school
Bibliographic Data
| ID | 21348486 |
|---|---|
| Authors | Sofie Henschel (0000-0002-3365-2422, Institute for Educational Quality Improvement (IQB) at Humboldt-Universität zu Berlin, Berlin, Germany, corresponding author) |
| Year | 2021 |
| Volume | 114 |
| Issue | 3 |
| Pages | 263-277 |
| Publication date | 2021-05-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0022-0671 • E-ISSN: 1940-0675 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220671.2021.1922989 |
| OpenAlex | W3168481118 |
| Language | EN |
| Citations received | 3 |
| References cited | 61 |
Based on the control-value theory of achievement emotions, the study examines elementary school students’ science performance and control-value beliefs (self-concept, intrinsic and achievement value) as antecedents of their cognitive (worry) and affective (nervousness) science anxiety. Performance in the science topic “floating and sinking” was assessed and self-reported data on control-value beliefs and worry and nervousness about science were collected from 370 students at three time points during third grade. Results from structural equation modeling support the control-value theory and show that self-concept completely mediated the negative effect of prior science performance on both anxiety components. By contrast, value beliefs did not function as mediators and only achievement value positively predicted nervousness and worry, whereas no effect of intrinsic value was observed. Results are invariant across gender and indicate stereotypical mean differences in science anxiety components that were not due to differences in the predictor variables
Anxiety · Cognition · Developmental psychology · Need for achievement · Statistics · Structural equation modeling · Test anxiety · Value (mathematics) · Worry · Education, Achievement, and Giftedness · Mathematics · Motivation and Self-Concept in Sports · Psychology · Social and Intergroup Psychology · Social Psychology
Math anxiety in elementary and secondary school students.
Attitudes towards science
The Nature, Effects, and Relief of Mathematics Anxiety
Correlates, Causes, Effects, and Treatment of Test Anxiety
Measuring emotions in students’ learning and performance
Anxiety, Processing Efficiency, and Cognitive Performance
Standards of Validity and the Validity of Standards in Performance Asessment
The relationships among working memory, math anxiety, and performance.
Female teachers’ math anxiety affects girls’ math achievement
Maths anxiety in primary and secondary school students
Tests of statistical hypotheses concerning several parameters when the number of observations is large
Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics
On the relationship between math anxiety and math achievement in early elementary school
An attributional theory of achievement motivation and emotion.
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
From expectancy-value theory to situated expectancy-value theory
Fit indices in covariance structure modeling
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
The Control-Value Theory of Achievement Emotions
Development and Score Validation of a Chemistry Laboratory Anxiety Instrument (Clai) for College Chemistry Students
Motivational pathways to STEM career choices
Science Anxiety as a Function of Gender and Experience
Development of Science Anxiety Scale for Primary School Students
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |