id: 06603197
dt: j
an: 2016e.00134
au: Erturan, Selin; Jansen, Brenda
ti: An investigation of boys’ and girls’ emotional experience of math,
their math performance, and the relation between these variables.
so: Eur. J. Psychol. Educ. 30, No. 4, 421-435 (2015).
py: 2015
pu: Springer Netherlands, Dordrecht; Instituto Superior de Psicologia Aplicada
(ISPA), Lisboa
la: EN
cc: C23 C22 C33 C32 C63 C62
ut: gender; math performance; age groups; math anxiety; perceived math
competence
ci:
li: doi:10.1007/s10212-015-0248-7
ab: Summary: Gender differences in children’s emotional experience of math,
their math performance, and the relation between these variables were
investigated in two studies. In Study 1, test anxiety, math anxiety,
and math performance (whole-number computation) were measured in 134
children in grades 3‒8 (ages 7‒15 years). In Study 2, perceived
math competence, math anxiety, and math performance (whole-number
computation) were measured in 208 children in grades 3‒6 (ages 8‒13
years) using data from the study of {\it B. R. J. Jansen} et al.
[“The influence of experiencing success in math on math anxiety,
perceived math competence, and math performance”, Learn. Individ.
Differ. 24, 190‒197 (2013; \url{doi:10.1016/j.lindif.2012.12.014}).
Gender differences occurred only in test anxiety (boys had lower test
anxiety than girls). Concerning the relationship between emotional
experience of math and math performance, math anxiety and math
performance were negatively related, but only for girls, even when
controlled for test anxiety (Study 1). However, only the relation
between perceived math competence and math performance was significant
in Study 2, for both boys and girls. The relation between math anxiety
and math performance was not significant in this study after
controlling for perceived math competence. Therefore, we might conclude
that perceived math competence is a crucial variable when investigating
children’s emotional experience concerning math.
rv: