Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics.

Abstract

We used structural modeling procedures to assess the influence of past math grades, math ability perceptions, performance expectancies, and value perceptions on the level of math anxiety reported in a sample of 7th- through 9th-grade students (N = 250). A second set of analyses examined the relative influence of these performance, self-perception, and affect variables on students' subsequent grades and course enrollment intentions in mathematics. The findings indicated that math anxiety was most directly related to students' math ability perceptions, performance expectancies, and value perceptions. Students' performance expectancies predicted subsequent math grades, whereas their value perceptions predicted course enrollment intentions. Math anxiety did not have significant direct effects on either grades or intentions. The findings also suggested that the pattern of relations are similar for boys and girls. The results are discussed in relation to expectancy-value and self-efficacy theories of academic achievement. A strong background in mathematics is critical for many career and job opportunities in today's increasingly technological society. However, many academically capable students prematurely restrict their educational and career options by discontinuing their mathematical training early in high school. Several recent surveys (National Assessment of Educational Progress [NAEP], 1988; National Center for Educational Statistics [NCES], 1984) indicate that only half of all high school graduates enroll in mathematics courses beyond the 10th grade. These reports also indicate that fewer women than men enroll in the more advanced courses in high school mathematics (NAEP, 1988; NCES, 1984), although the gender gap is beginning to narrow (Chipman & Thomas, 1985; Eccles, 1987). Furthermore, students of both sexes, but particularly women, do not attain a high level of mathematical competency, even if they have completed 4 years of high school math (NAEP, 1988).