Teachers' mathematics anxiety is positively associated with the mathematics anxiety of their low-SES students via a teacher-anxiety-by-FARM interaction¶

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? A significant teacher mathematics-anxiety-by-student FARM interaction (B = 0.39, p < .01) indicated that in classrooms led by teachers with high (+1 SD) mathematics anxiety, low-SES students' mathematics anxiety was higher than their high-SES peers'. → 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

Interactions model from the multiple regression analysis of 463 students in 33 classrooms, with cluster-robust standard errors, controlling for students' Time 1 mathematics anxiety. The printed interaction coefficient is B = 0.39, p < .01; no standardized effect size is reported, so impact is null.

"The interactions model revealed a significant teacher mathematics-anxiety-by-student FARM interaction effect (B = 0.39, p < .01) on 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
• Teachers' science anxiety is positively associated with the science anxiety of their low-SES students via a teacher-anxiety-by-FARM interaction — related
• SES–learning effect sizes did not differ by SES indicator or outcome type in an umbrella review's meta-regressions; differences by grade level and study year rested on one or two effect sizes — related