The Relationship Between Math Self-Concept and Math Anxiety Is Unrelated to Valuing of Math

ABSTRACT

Math anxiety is the fear, tension, and apprehension some experience when faced with math-related tasks (Ashcraft & Moore, 2009). A new model, the interpretation account, states that one’s appraisal of math experiences, and one’s math self-concept, are key drivers of the development of math anxiety (Ramirez et al., 2018). Cognitive appraisal theory (e.g., Lazarus, 2006) and cognitive dissonance theory (e.g., Simon et al., 1995) both predict that devaluing math should attenuate the relationship between math self-concept and math anxiety. To assess this effect, and to determine if a multidimensional model of math anxiety influenced results, two studies were conducted. Study 1 included 154,543 high school students’ scores for PISA indices of math anxiety, math self-concept, and perceived value of math (OECD, 2013). Study 2 included 451 undergraduates’ online responses to measures of math anxiety (MARS30-brief), math self-concept (SDQ-III), and attitudes toward math (Short ATMI). Results showed no important moderation of perceived value of math on the relationship between math self-concept and math anxiety. In Study 1, perceived value of math was a significant moderator, but trivial in effect size (p < .001, r2sp = .0008). Similar relationships were found for students at the 16th percentile for perceived value of math (rsp = –.50) and students at the 84th percentile (rsp = –.54). Study 2 resulted in non-significant moderating effects in the unidimensional model of math anxiety (p = .86) and the six-factor model (pmin = .52 to pmax = .80). Together, these findings suggest no important moderating effect of perceived math value. In other words, devaluing math does not appear to be an effective strategy for reducing math anxiety.

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Contact: mrami580@mtroyal.ca