### Abstract

The purpose of this meta-analysis was to examine the relation between mathematics anxiety (MA) and mathematics performance among school-aged students, and to identify potential moderators and underlying mechanisms of such relation, including grade level, temporal relations, difficulty of mathematical tasks, dimensions of MA measures, effects on student grades, and working memory. A meta-analysis of 131 studies with 478 effect sizes was conducted. The results indicated that a significant negative correlation exist between MA and mathematics performance, r = −.34. Moderation analyses indicated that dimensions of MA, difficulty of mathematical tasks, and effects on student grades differentially affected the relation between MA and mathematics performance. MA assessed with both cognitive and affective dimensions showed a stronger negative correlation with mathematics performance compared to MA assessed with either an affective dimension only or mixed/unspecified dimensions. Advanced mathematical tasks that require multistep processes showed a stronger negative correlation to MA compared to foundational mathematical tasks. Mathematics measures that affected/reflected student grades (e.g., final exam, students’ course grade, GPA) had a stronger negative correlation to MA than did other measures of mathematics performance that did not affect student grades (e.g., mathematics measures administered as part of research). Theoretical and practical implications of the findings are discussed.

Original language | English (US) |
---|---|

Pages (from-to) | 459-496 |

Number of pages | 38 |

Journal | Review of Educational Research |

Volume | 89 |

Issue number | 3 |

DOIs | |

State | Published - Jun 1 2019 |

### Fingerprint

### Keywords

- mathematics anxiety
- mathematics performance

### ASJC Scopus subject areas

- Education

### Cite this

**The Relation Between Mathematics Anxiety and Mathematics Performance Among School-Aged Students : A Meta-Analysis.** / Namkung, Jessica M.; Peng, Peng; Lin, Xin.

Research output: Contribution to journal › Article

*Review of Educational Research*, vol. 89, no. 3, pp. 459-496. https://doi.org/10.3102/0034654319843494

}

TY - JOUR

T1 - The Relation Between Mathematics Anxiety and Mathematics Performance Among School-Aged Students

T2 - A Meta-Analysis

AU - Namkung, Jessica M.

AU - Peng, Peng

AU - Lin, Xin

PY - 2019/6/1

Y1 - 2019/6/1

N2 - The purpose of this meta-analysis was to examine the relation between mathematics anxiety (MA) and mathematics performance among school-aged students, and to identify potential moderators and underlying mechanisms of such relation, including grade level, temporal relations, difficulty of mathematical tasks, dimensions of MA measures, effects on student grades, and working memory. A meta-analysis of 131 studies with 478 effect sizes was conducted. The results indicated that a significant negative correlation exist between MA and mathematics performance, r = −.34. Moderation analyses indicated that dimensions of MA, difficulty of mathematical tasks, and effects on student grades differentially affected the relation between MA and mathematics performance. MA assessed with both cognitive and affective dimensions showed a stronger negative correlation with mathematics performance compared to MA assessed with either an affective dimension only or mixed/unspecified dimensions. Advanced mathematical tasks that require multistep processes showed a stronger negative correlation to MA compared to foundational mathematical tasks. Mathematics measures that affected/reflected student grades (e.g., final exam, students’ course grade, GPA) had a stronger negative correlation to MA than did other measures of mathematics performance that did not affect student grades (e.g., mathematics measures administered as part of research). Theoretical and practical implications of the findings are discussed.

AB - The purpose of this meta-analysis was to examine the relation between mathematics anxiety (MA) and mathematics performance among school-aged students, and to identify potential moderators and underlying mechanisms of such relation, including grade level, temporal relations, difficulty of mathematical tasks, dimensions of MA measures, effects on student grades, and working memory. A meta-analysis of 131 studies with 478 effect sizes was conducted. The results indicated that a significant negative correlation exist between MA and mathematics performance, r = −.34. Moderation analyses indicated that dimensions of MA, difficulty of mathematical tasks, and effects on student grades differentially affected the relation between MA and mathematics performance. MA assessed with both cognitive and affective dimensions showed a stronger negative correlation with mathematics performance compared to MA assessed with either an affective dimension only or mixed/unspecified dimensions. Advanced mathematical tasks that require multistep processes showed a stronger negative correlation to MA compared to foundational mathematical tasks. Mathematics measures that affected/reflected student grades (e.g., final exam, students’ course grade, GPA) had a stronger negative correlation to MA than did other measures of mathematics performance that did not affect student grades (e.g., mathematics measures administered as part of research). Theoretical and practical implications of the findings are discussed.

KW - mathematics anxiety

KW - mathematics performance

UR - http://www.scopus.com/inward/record.url?scp=85064537480&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85064537480&partnerID=8YFLogxK

U2 - 10.3102/0034654319843494

DO - 10.3102/0034654319843494

M3 - Article

AN - SCOPUS:85064537480

VL - 89

SP - 459

EP - 496

JO - Review of Educational Research

JF - Review of Educational Research

SN - 0034-6543

IS - 3

ER -