ArticleJournal of educational psychology2023
Sex Differences and Similarities in Relations Between Mathematics Achievement, Attitudes, and Anxiety: A Seventh-to-Ninth Grade Longitudinal Study.
Article in Journal of educational psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed, 10 citations in OpenAlex.
- Mathematics anxiety: Effects of age, gender and culture.The British journal of educational psychology · 2026Review
- The Impact of Parental Mathematical Education Anxiety and Positive Suggestion Intervention on Children's Mathematics Achievement.Behavioral sciences (Basel, Switzerland) · 2026Article
- The impact of secondary school students' perceptions of parental academic involvement and academic stress on internalizing problem behaviors: the mediating roles of psychological resilience and materialism.Frontiers in psychology · 2025Article
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Authors and funding
5 authors at 1 institution in 1 country.
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Abstract
There are consistent correlations between mathematics achievement, attitudes, and anxiety, but the longitudinal relations among these constructs are not well understood nor are sex differences in these relations. To address this gap, mathematics achievement, attitudes, and anxiety were longitudinally assessed for 342 (169 boys) adolescents from 7th to 9th grade, inclusive, and Latent Growth Curve Models were used to assess the relations among these traits and developmental change in them. Spatial abilities (7th, 8th grade) and trait anxiety (8th, 9th grade) were also assessed and used for control for sex differences in these traits. Overall, boys had stronger spatial abilities and more positive mathematics attitudes and were less anxious than girls, but there were no sex differences in mathematics achievement. Across grades, mathematics achievement improved, attitudes became less positive, and anxiety increased for both boys and girls. Higher than average cross-grade growth in mathematics achievement mitigated boys' developmental declines in mathematics attitudes and increases in anxiety. Girls with strong spatial abilities had lower mathematics anxiety, but girls overall maintained higher mathematics anxiety and less positive mathematics attitudes relative to boys, even when they showed strong cross-grade gains in mathematics achievement. The study demonstrated that longitudinal gains in mathematics are associated with cross-grade changes in attitudes and anxiety but with several different developmental patterns for boys and girls.
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Registered trials
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