Teachers' beginning-of-year anxiety for teaching mathematics, science, or ELA shows no direct significant association with students' end-of-year anxiety in that content area¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In main effects regression models controlling for students' beginning-of-year anxiety, teachers' Time 1 content-area anxiety did not significantly predict students' Time 2 anxiety in mathematics, science, or ELA. → McLean 2023

Evidence¶

McLean 2023¶

McLean, L., Janssen, J., Espinoza, P., Lindstrom Johnson, S., & Jimenez, M. (2023). Associations Between Teacher and Student Mathematics, Science, and Literacy Anxiety in Fourth Grade. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000790

q3 · i? · associational · r2

Multiple regression models with cluster-robust standard errors in MPlus regressed 463 fourth-graders' mid-year self-reported anxiety on their teachers' beginning-of-year anxiety, controlling for students' fall anxiety. The article reports "did not reveal any significant relation" for mathematics; parallel null main effects are reported for science and ELA. Equivalence was not tested.

"The main effects model for mathematics did not reveal any significant relation between teachers' Time 1 mathematics anxiety and students' Time 2 mathematics anxiety."

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it

Related Claims¶

• Girls and FARM-enrolled students report higher mathematics anxiety at year's end, controlling for fall anxiety — related
• Students' content-area anxiety is stable across the year, with within- and cross-content-area positive correlations — related
• Teachers' years of experience correlate negatively with their mathematics and ELA anxiety but show no association with science anxiety — related