Abstract:

An important effective aspects related to learning math are motivation and math anxiety. Math motivation captures how individuals perceive mathematical challenges, value the importance of mathematical ability, and are motivated to perform well in mathematics [1]. On the other hand, when solving math problems, students often experience math anxiety. That is, feeling of tension, anxiety, and fear in situations related to mathematics [2]. Students’ anxiety and motivation are related to their math teachers’ emotional support [3].
Previous studies have shown that motivation to learn math is positively related to math skills [4], math anxiety, however, can be detrimental to math skill development [2]. Math teacher's emotional support is also important for students' math skills development [3]. Most studies do not investigate distinct math skills while searching for connections between motivation, anxiety, and teacher's emotional support and achievement. Understanding these relationships can help support students better while they are learning different math topics. Accordingly, in the current study, we have three research questions: 1) Are attainment value, intrinsic value and utility value differently related to calculation and word-problem solving (WPS) skills? 2) Is math anxiety differently related to calculation and WPS skills? 3) Is perceived math teacher’s emotional support differently related to calculation and WPS skills?
The sample included 6th grade students (12-years old, N = 196, 52% girls) from six schools in Estonia. Students answered the questionnaires regarding math motivation, anxiety, and perceived math teacher’s emotional support, and completed the calculation and WPS tests.
The results indicated that calculation and WPS skills had different correlations to attainment value, intrinsic value, utility value, math anxiety, and teacher's emotional support. Thus, the study provides valuable information for math teachers regarding students emotional and motivational challenges in learning distinct math topics.
 
References:
[1] J. S. Eccles, & A. Wigfield. “From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation,” in Contemporary Educational Psychology, vol. 61, 2020. https://doi.org/10.1016/j.cedpsych.2020.101859
[2] Z. Wang, S. Lukowski, S. Hart, I. Lyons, L. Thompson, Y. Kovas, M. Mazzocco, R. Plomin, & S. Petrill. “Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation,” in Psychological Science, vol. 26 (12), pp.1863 – 1876, 2015. https://doi.org/10.1177/0956797615602471
[3] E. Ruzek, C. Hafen, J. Allen, A. Gregory, A. Mikami, & R. Pianta. “How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence,” in Learning and Instruction, vol. 42, pp. 95-103, 2016. https://doi.org/10.1016/j.learninstruc.2016.01.004
[4] K. Kriegbaum, N. Becker, & B. Spinath. “The relative importance of intelligence and motivation as predictors of school achievement: A meta-analysis,” in Educational Research Review, vol. 25, pp. 120–148, 2018. https://doi.org/10.1016/j.edurev.2018.10.001

Keywords:

Math Motivation, Teacher’s Emotional Support, Math Anxiety, Calculation skills, Word Problem Solving Skills, Middle School.