Psychological Development and Education ›› 2022, Vol. 38 ›› Issue (1): 72-80.doi: 10.16187/j.cnki.issn1001-4918.2022.01.09

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How Does Computational Fluency Refine Math Anxiety in Early Elementary School Children? Evidence from Variable-oriented and Person-oriented Analyses

WU Jiawang1, LI Hongxia2, SI Jiwei2   

  1. 1. School of Psychology, Nanjing Normal University, Nanjing 210097;
    2. School of Psychology, Shandong Normal University, Jinan 250358
  • Published:2022-02-17

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Abstract: To explore the relationship among computational fluency, interest in mathematical learning, teacher support and math anxiety in early elementary school using variable-oriented and person-oriented approaches, 592 children in the second grade of elementary school were measured by the Scale of Interest in Mathematical Learning, the Questionnaire on Perceived Mathematics Teacher Support, the Abbreviated Math Anxiety Scale and the Chinese Rating Scale of Pupil's Mathematics Abilities. Variable-oriented analysis revealed that computational fluency could predict math anxiety not only through interest in mathematical learning, but through interest in mathematical learning and teacher support indirectly. According to the LPA of computational fluency and interest in mathematics learning with the person-oriented analysis, we identified 3 latent profiles-low ability-low interest type, high ability-high interest type and low ability-high interest type-and found that these profiles differentially predicted math anxiety. Specifically, low ability-low interest type children's math anxiety was significantly higher than the other two types, while there was no significant difference between low ability-high interest and high ability-high interest types children in math anxiety. These findings emphasized the importance of computational fluency, interest in mathematics learning and teacher support in preventing and intervening math anxiety of children in the early grades of primary school.

Key words: math anxiety, computational fluency, interest in mathematical learning, teacher support, early elementary school children

CLC Number: 

  • G442
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