No interaction between treatment and effortful control on mathematics anxiety¶

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 treatment × effortful control interaction on mathematics anxiety was not significant, F(1, 94) = .454, p>.05, when pre-mathematics anxiety was the covariate. → 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

The interaction term of the 2×2 ANCOVA (n=99) testing whether the situated learning effect depended on students' effortful control level was non-significant: "F (1, 94) = .454, p>.05". No effect size was printed; equivalence was not tested.

"From Table 2, it can be seen that F (1, 94) = .454, p>.05 is not significant. It indicates that mathematics anxiety is found to be independent of the interaction between treatment and effortful control when pre -mathematics anxiety is taken as a covariate."

Discussion¶

Learner Variables¶

• Executive Function — moderator: an instructional effect differs with it

Related Claims¶

• Effortful control shows no significant relationship with mathematics anxiety in grade VII students — related
• Instruction through the situated learning model significantly reduces mathematics anxiety of seventh-grade students compared with traditional teaching — related