Math achievement and math anxiety show reciprocal longitudinal relationships in primary school children: achievement at T1 predicts anxiety at T2 and anxiety at T1 predicts achievement at T2¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2024 · checked against its sources 2026-10-24 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? MATH at T1 predicted MA at T2 and MA at T1 predicted MATH at T2, supporting the Reciprocal Theory over the Deficit and Debilitating Anxiety theories. → Szczygieł M.; Szűcs D.; Toffalini E 2024
Evidence¶
Szczygieł M.; Szűcs D.; Toffalini E 2024¶
Szczygieł M.; Szűcs D.; Toffalini E. (2024). Math anxiety and math achievement in primary school children: Longitudinal relationship and predictors. LEARNING AND INSTRUCTION. https://dx.doi.org/10.1016/j.learninstruc.2024.101906
q3 · i? · associational · r2
Longitudinal analysis of 337 Polish primary school children assessed at three time points (T0 beginning of first grade, T1 end of first grade, T2 end of second grade) found bidirectional cross-lag prediction: "MATH at T1 predicted MA at T2 and MA at T1 predicted MATH at T2".
"MATH at T1 predicted MA at T2 and MA at T1 predicted MATH at T2 (supporting the Reciprocal Theory)."
Discussion¶
Learner Variables¶
- Academic Anxiety — predictor: learners who differ on it differ in outcomes
- Affect Regulation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Math achievement at the end of second grade is predicted by fluid intelligence, verbal working memory, and prior math achievement — related
- Math anxiety at the end of second grade is predicted by prior math anxiety at the end of first grade — related
- Math anxiety at the end of first grade is predicted by prior math anxiety and gender — related
- Math achievement at the end of first grade is predicted by fluid intelligence, visuospatial working memory, and symbolic numerical representation — related
- Math anxiety at the start of first grade is predicted by general anxiety and symbolic numerical representation — related
- Students' emotional experience predicts later academic achievement, while relationship quality does not — related
- Students' content-area anxiety is stable across the year, with within- and cross-content-area positive correlations — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reciprocal-theory-math-anxiety-achievement-primary-school |
title |
Math achievement and math anxiety show reciprocal longitudinal relationships in primary school children: achievement at T1 predicts anxiety at T2 and anxiety at T1 predicts achievement at T2 |
description |
Math achievement and math anxiety show reciprocal longitudinal relationships in primary school children: achievement at T1 predicts anxiety at T2 and anxiety at T1 predicts achievement at T2 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-24 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — szczygieł-m-szűcs-d-toffalini-e-2024 |
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