Effortful control shows no significant relationship with mathematics anxiety in grade VII students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The main effect of effortful control (high vs low, split at the median) on mathematics anxiety was not significant, F(1, 94) = .052, p>.05. → Sharma 2016

Evidence¶

Sharma 2016¶

Sharma, Y. (2016). Alleviating mathematics anxiety of elementary school students: A situated perspective. International Journal of Research in Education and Science (IJRES), 2(2), 509-517. https://eric.ed.gov/?id=EJ1110268

q2 · i? · causal · r1

In the same 2×2 ANCOVA of the quasi-experiment (n=99, covariate pre-mathematics anxiety), the effortful control main effect was non-significant: "F (1, 94) = .052, p>0.05". No effect size was printed for this null finding; equivalence was not tested.

"From Table 2, it can be seen that F (1, 94) = .052, p>0.05 is not significant. It indicates that mathematics anxiety was not correlated with effortful control of grade VII students."

Discussion¶

Learner Variables¶

• Executive Function — predictor: learners who differ on it differ in outcomes

Related Claims¶

• No interaction between treatment and effortful control on mathematics anxiety — related
• Instruction through the situated learning model significantly reduces mathematics anxiety of seventh-grade students compared with traditional teaching — related
• Children with MLD report higher learning mathematics anxiety than LA, TA, and HA peers, but not higher evaluation anxiety — related