How students' math anxiety profiles change in primary school: The roles of teacher support, peer support and math attitudes.

Abstract

Background: Math anxiety (MA) is recognized as a heterogeneous and dynamic construct, significantly affecting students' academic performance. Despite its importance, longitudinal studies examining the profiles of MA from multiple dimensions and their transitions remain limited.

Aims: The study identified distinct MA profiles, controlling for general anxiety, test anxiety and math achievement. It also examined how teacher support, peer support and math attitudes predict changes in MA profile membership, alongside potential gender differences.

Samples: The sample included 1025 Chinese third graders (M_age = 8.39, SD = .56; 411 girls), assessed four times from third to sixth grade via questionnaires.

Methods: MA, perceived teacher support, peer support and math attitudes were measured at four time points. Latent transition analysis was used to examine MA profiles while controlling for general anxiety, test anxiety and math achievement, with teacher support, peer support and math attitudes as predictors.

Results: Three MA profiles were identified: Low MA profile (LMA), Moderate math evaluation anxiety profile (MMEA) and High math learning, problem solving and teacher anxiety profile (HLPTMA). Higher perceived teacher and peer support increased the likelihood of transitioning from MMEA and HLPTMA to LMA. Positive math attitudes facilitated the shift from MMEA and HLPTMA to LMA. Boys were more likely to shift from MMEA to HLPTMA than girls.

Conclusions: The study sheds light on MA profile stability and highlights the crucial role of teacher and peer support and math attitudes in MA changes. These findings underscore the importance of early intervention strategies for managing MA in children.