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¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2018 · not yet checked against its sources · 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? Teacher math anxiety was negatively related to students' reports of process-oriented teaching practices, and the indirect effect on perceived teacher fixed mindset through these practices was significant (b = .08, p = .007). → 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 model with covariates in the National Mindset Study sample; fit was acceptable (CFI = .98, RMSEA = .03). Process-oriented practices were measured with Tripod 7Cs Challenge items (α = .84). The article reports the indirect effect "was significant, b = .08, p = .007"; no standardized effect size is printed.
"The indirect effect was significant, b = .08, p = .007, 95% CI [.02, .14]. The results indicate that higher teacher math anxiety is related to a decrease in students' report that their teachers engage in process-oriented teaching practices, which partially explains why students perceived these teachers as having a more 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
- Students' perceptions of their teacher's fixed mindset partially mediate the relationship between teacher math anxiety and student math achievement — related
- Teachers' usable mathematical teaching knowledge does not explain the relationship between teacher math anxiety and students' perceptions of teacher fixed mindset — related
- Higher teacher math anxiety is associated with lower ninth-grade math GPA, controlling for prior achievement and student mindset — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-anxiety-reduces-process-oriented-practices-via-perceived-mindset |
title |
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 |
description |
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 |
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 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.