Students' perceptions of their teacher's fixed mindset partially mediate the relationship between teacher math anxiety and student math achievement¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q3 i? The indirect effect of teacher math anxiety on ninth-grade math achievement through perceived teacher fixed mindset was significant (b = –.02, p = .03), indicating partial mediation. → Ramirez Gerardo 2018
Evidence¶
Ramirez Gerardo 2018¶
Ramirez Gerardo, Hooper Sophia Yang, Kersting Nicole B., Ferguson Ronald, Yeager David. (2018). Teacher Math Anxiety Relates to Adolescent Students' Math Achievement. AERA Open. https://doi.org/10.1177/2332858418756052
q3 · i? · associational · r2
SEM mediation analysis with covariates in the same National Mindset Study sample; model fit was acceptable (CFI = .99, RMSEA = .02). The article reports the indirect effect "was significant, b = –.02, p = .03" and characterizes the mediation as partial. No standardized effect size is printed.
"More interestingly, the indirect effect of teacher math anxiety on ninth-grade math achievement through perceived teacher fixed mindset was significant, b = –.02, p = .03, 95% CI [–.03, –.002]. This suggests that the relationship between teacher math anxiety and student achievement is partially mediated via students' perceptions of their teacher's fixed mindset."
Discussion¶
Related Claims¶
- In the full model, teacher math anxiety relates to lower ninth-grade GPA through a chain of reduced process-oriented practices and students' perceptions of a teacher fixed mindset — related
- Higher teacher math anxiety relates to fewer process-oriented teaching practices as reported by students, which partially explains students' perception of the teacher's fixed mindset — related
- Higher teacher math anxiety is associated with lower ninth-grade math GPA, controlling for prior achievement and student mindset — related
- Teachers' usable mathematical teaching knowledge does not explain the relationship between teacher math anxiety and students' perceptions of teacher fixed mindset — related
- Preliminary evidence suggests perceived problem behavior effects on teaching stress are mediated by teachers' perceptions of relationship conflict — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
perceived-teacher-fixed-mindset-partially-mediates-anxiety-achievement |
title |
Students' perceptions of their teacher's fixed mindset partially mediate the relationship between teacher math anxiety and student math achievement |
description |
Students' perceptions of their teacher's fixed mindset partially mediate the relationship between teacher math anxiety and student math achievement |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ramirez-gerardo-2018 |
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