2021/11/17 by Lars Orbach, Annemarie Fritz · 1 voice
Psychology · Social Sciences · #Early Childhood Education and Development #Education, Achievement, and Giftedness #Grit, Self-Efficacy, and Motivation
paper · doi:10.1111/nyas.14720
openalex publication_date 2021/11/17 · openalex created_date 2025/10/10 · openalex updated_date 2026/05/23
Recent findings on the negative impacts of math anxiety (MA) have raised questions for educational and clinical research regarding effective intervention programs. One basic approach for developing intervention programs in the field of cognitive behavioral therapy is to gain an in-depth understanding of the cognitive beliefs of children with a specific mental problem. By applying latent profile analysis (LPA), the present study aimed at identifying different patterns of MA and providing further insights into its cognitive phenomenology. For this purpose, trait-MA, state-MA, attitudes toward math, academic self-concepts, fixed/growth mindsets, executive functions, and math performance of 475 fourth and fifth graders (48.2% girls) were assessed. LPA indicated seven distinct profiles characterized by different dimensions and patterns of state-MA, trait-MA, and core beliefs toward math. Furthermore, the profiles showed clearly different math performances. The weakest performances were found for a profile with highest state-MA, high trait-MA, and negative cognitive beliefs toward math and a profile with average state-MA, high trait-MA, and negative cognitive beliefs toward math, whereas the highest achieving profile had no state-MA, high trait-MA, and very positive cognitive beliefs toward math. The findings underline the complexity of MA and emphasize the necessity to develop interventions with careful consideration of the heterogeneous patterns.