id: 06137455
dt: j
an: 2013b.00182
au: Ahmed, Wondimu; Minnaert, Alexander; Kuyper, Hans; van der Werf, Greetje
ti: Reciprocal relationships between math self-concept and math anxiety.
so: Learn. Individ. Differ. 22, No. 3, 385-389 (2012).
py: 2012
pu: Elsevier
la: EN
cc: C23
ut: grade 7; mathematics anxiety; self concept; measures; structural equation
    models; academic ability; student attitudes
ci: 
li: doi:10.1016/j.lindif.2011.12.004
ab: Summary: The present study examined the reciprocal relationships between
    self-concept and anxiety in mathematics. A sample of 495 grade 7
    students (51\% girls) completed self-report measures assessing
    self-concept and anxiety three times in a school year. Structural
    equation modeling was used to test a cross-lagged panel model of
    reciprocal effects between math self-concept and math anxiety. The
    analysis showed a reciprocal relationship between self-concept and
    anxiety in math (i.e., higher self-concept leads to lower anxiety,
    which in turn, leads to higher self-concept). However, the magnitude of
    the path from anxiety to self-concept is almost half of that from
    self-concept to anxiety. Overall, the results provide empirical support
    for the theoretical notion that math self-concept and math anxiety are
    reciprocally related.
rv: