ArticlePloS one2018
Anxiety is not enough to drive me away: A latent profile analysis on math anxiety and math motivation.
Article in PloS one, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 24 papers, 1 of them a synthesis that pooled it.
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Who cites it
24 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Research on mathematics anxiety in primary school: bibliometric analysis and evaluation of trends.Frontiers in psychology · 2025Pooled it
- Emotions Meet Reflexivity in Workplace Training: A Person-Centered Approach to Understanding Transfer of Learning.Behavioral sciences (Basel, Switzerland) · 2026Article
- Mathematics anxiety: Effects of age, gender and culture.The British journal of educational psychology · 2026Review
- Anxiety and Performance in High-Achieving Adolescents: Associations Among 8 General and Specific Anxiety Measures and 13 School Grades.PsyCh journal · 2026Article
- Reading and math anxiety in children: differential roles of state and trait components in academic performance, and the moderating effects of intelligence and time pressure.Frontiers in child and adolescent psychiatry · 2026Article
- More Than Just Anxiety: Math Attitudes as Key Driver of University Choice.Annals of the New York Academy of Sciences · 2025Article
- Academic Emotions, Emotion Regulation, Academic Motivation, and Approaches to Learning: A Person-Centered Approach.Behavioral sciences (Basel, Switzerland) · 2025Article
- Mathematics interest, self-efficacy, and anxiety predict STEM career choice in emerging adulthood.NPJ science of learning · 2024Article
- Pets at work: integrating pet-friendly initiatives into human resources for enhanced workplace harmony.BMC psychology · 2024Article
- Article
- Emotions and motivation in mathematics education: Where we are today and where we need to go.ZDM : the international journal on mathematics education · 2023Article
- Article
- Exploring control-value motivational profiles of mathematics anxiety, self-concept, and interest in adolescents.Frontiers in psychology · 2023Article
- Patterns of Attention and Anxiety in Predicting Arithmetic Fluency among School-Aged Children.Brain sciences · 2022Article
- Accelerating the science and practice of psychology beyond WEIRD biases: Enriching the landscape through Asian psychology.Frontiers in psychology · 2022Article
- Relationships Between Mathematics Performance and Attitude to Mathematics: Influences of Gender, Test Anxiety, and Working Memory.Frontiers in psychology · 2022Review
- Unraveling the role of math anxiety in students' math performance.Frontiers in psychology · 2022Article
- Math Anxiety Is Related to Math Difficulties and Composed of Emotion Regulation and Anxiety Predisposition: A Network Analysis Study.Brain sciences · 2021Article
- The Mediating Role of Psychological Capital between Motivational Orientations and Their Organizational Consequences.International journal of environmental research and public health · 2020Article
- Cognitive ability and education: How behavioural genetic research has advanced our knowledge and understanding of their association.Neuroscience and biobehavioral reviews · 2020Review
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Mathematics anxiety (MA) and mathematics motivation (MM) are important multi-dimensional non-cognitive factors in mathematics learning. While the negative relation between global MA and MM is well replicated, the relations between specific dimensions of MA and MM are largely unexplored. The present study utilized latent profile analysis to explore profiles of various aspects of MA (including learning MA and exam MA) and MM (including importance, self-perceived ability, and interest), to provide a more holistic understanding of the math-specific emotion and motivation experiences. In a sample of 927 high school students (13-21 years old), we found 8 distinct profiles characterized by various combinations of dimensions of MA and MM, revealing the complexity in the math-specific emotion-motivation relation beyond a single negative correlation. Further, these profiles differed on mathematics learning behaviors and mathematics achievement. For example, the highest achieving students reported modest exam MA and high MM, whereas the most engaged students were characterized by a combination of high exam MA and high MM. These results call for the need to move beyond linear relations among global constructs to address the complexity in the emotion-motivation-cognition interplay in mathematics learning, and highlight the importance of customized intervention for these heterogeneous groups.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.