The Affective and Cognitive Dimensions of Math Anxiety: A Cross-National Study

By H. Ho, Deniz Senturk, A. G. Lam, Jules M. Zimmer, Sehee Hong, Y. Okamoto, Sou-yung Chiu, Y. Nakazawa, Chang-Pei Wang. 2000

321 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ad633e3357b264d02c77b2c4b7cbc81c06f18c41

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Citations in the corpus

A Confirmatory Factor Analysis of the Mathematics Anxiety Scale for Children (2001, background): “, 2000; Wigfield & Meece, 1988), whereas the cognitive worry dimension of mathematics anxiety has shown inconsistent results (Ho et al., 2000).”
Individual differences in arithmetic (2012, background): “Studies over many years in many countries from the United States to Japan to South Africa have shown that actual performance in mathematics tends to be related positively to liking for mathematics and to high self-ratings in mathematics and negatively to mathematics anxiety (Abed & Alkhateeb, 2000; ”
Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance (2013, background): “…& Vasilyeva, 2011; Hoffman, 2010; Mulhern & Rae, 1998; Wigfield & Meece, 1988), as well as in international samples including China and Taiwan (Ho et al., 2000), Turkey (Birgin et al., 2010), and Germany (Krinzinger et al., 2009), providing a strong basis for considering affective and…”
Mathematics Anxiety in Young Children: An Exploratory Study (2013, background): “Previous research examining sex differences on mathematics anxiety suggests that although females report statistically significantly higher levels of mathematics anxiety compared with their male counterparts, sex differences are not meaningful in middle and high school students (Hembree, 1990; Ho et”
DIFFERENTIAL MODELS FOR MATH ANXIETY IN MALE AND FEMALE COLLEGE STUDENTS (2004, background): “Numerous studies have found that females are more likely to have math anxiety than males (Benson 1989; Betz 1978; Cook 1998; Dew and Galassi 1983; Ho et al., 2000; Hyde et al. 1990; Pajares and Kranzler 1995; Ruben 1998; Zettle and Raines 2000).”
Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy (2009, background): “…has focused on the relationship between MA (as the independent variable of interest) and mathematics achievement (as the dependent variable of interest), typically finding that MA reduces math achievement (Ho et al., 2000; Liebert & Morris, 1967; Richardson & Suinn, 1972; Wigfield & Meece, 1988).”
Exploring rural high school learners' experience of mathematics anxiety in academic settings (2012, background): “Ho et al. (2000) found that learners with higher levels of mathematics anxiety tend to have lower levels of performance in mathematics, suggesting the existence of a negative correlation between mathematics anxiety and performance.”
Are there gender differences in cognitive reflection? Invariance and differences related to mathematics (2018, background): “MA thus seems to have serious consequences, not only in the short term (on math performance at school), but also in the long term, adversely influencing an individual’s choice of career, type of occupation and professional growth in adulthood (Ashcraft & Ridley, 2005; Beasley, Long, & Natali, 2001; ”
Psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) in Italian primary school children (2017, background): “…at school), but also in the long term, in Education, Department of bridge CB2 3EB, UK. adversely influencing an individual's choice of career, type of occupation, and professional growth in adulthood (Ashcraft & Ridley, 2005; Beasley, Long, & Natali, 2001; Hembree, 1990; Ho et al., 2000).”
THE RELATIONSHIPS BETWEEN MATH ANXIETY, MATH ATTITUDES, AND SELF-EFFICACY: A STRUCTURAL EQUATION MODEL (2011, background): “Moreover, some researchers (Ho et al., 2000; Kazelskis et al., 2000) consider test anxiety one of the factors that contribute to math anxiety.”
Social and Dimensional Comparisons in Math and Verbal Test Anxiety: Within- and Cross-domain Relations with Achievement and the Mediating Role of Academic Self-concept☆ (2017, background): “In this context, numerous studies have demonstrated a negative relation between test anxiety and achievement in math (Frenzel et al., 2007a; Hembree, 1990; Ho et al., 2000; Ma, 1999; Pajares & Graham, 1999).”