Math Anxiety on Math Achievement: The Mediating Roles of Math Motivation and Classroom Engagement

The aim of the current study was to examine: (1) How the different dimensions of math motivation (i.e., math self-confidence, math utility value, and math interest) mediate the association between math anxiety (MA) and the different dimensions of classroom engagement (i.e., cognitive-behavioral, emotional, and social); (2) How the interrelated constructs of MA, math motivation, and classroom engagement all contribute to individual differences in math achievement. Data were collected from an ongoing longitudinal study that examines affective factors in the development of math learning. The total sample consisted of 207 participants from 4th through 6th grade (50% female). Students self-reported their MA, math motivation, and classroom engagement through the Mathematics Anxiety Scale for Children, Fennema-Sherman Mathematics Attitude, and Math and Science Engagement Scale, respectfully. Student math achievement was assessed using the Woodcock-Johnson IV Tests of Achievement. Results showed that all three math motivation dimensions mediated the relationship between MA and all three dimensions of classroom engagement. Additionally, the combination of math utility value and cognitive-behavioral/social engagement as well as the combination of math interest and cognitive-behavioral/social engagement mediated the association between MA and math achievement. The current findings expand on previous literature by delineating the joint roles of emotions, motivations, and learning behaviors in math achievement among elementary and early middle school students.

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