The relationship between mathematical skills, mathematical self-concept, and test anxiety in Finnish and Swedish grade-3 students

Johan Korhonen, Karin Linnanmäki, Camilla Svens Liavåg, Mikaela Nyroos

Forskningsoutput: Kapitel i bok/konferenshandlingKapitelVetenskapligPeer review

Sammanfattning

This paper reports a cross-national study on students´ mathematical skills, mathematical self-concept, and test anxiety in grade 3. A total of 172 students from 6 different schools in Finland and Sweden participated in the study. We utilized structural equation modelling and specified a multigroup confirmatory factor analysis model to investigate the relationship between mathematical skills, mathematical self-concept and test anxiety in boys and girls. Consistent with the literature we found evidence for strong relationship between mathematical skills and mathematical self-concept. In contrast to the literature no relationship between mathematical skills and test anxiety was found. However, mathematical self-concept was found to be related to test anxiety, which is in line with previous research. Gender differences in favour of boys emerged in the level of mathematical self-concept and test-anxiety but not in mathematical skills.
OriginalspråkOdefinierat/okänt
Titel på gästpublikationSpecial needs education in mathematics. New trends, problems and possibilities
RedaktörerAnne Berit Fuglestad
FörlagPortal forlag
Sidor104–114
ISBN (tryckt)978-82-92712-98-6
StatusPublicerad - 2013
MoE-publikationstypA3 Del av bok eller annan forskningsbok

Nyckelord

  • mathematical self-concept
  • mathematical skills
  • test anxiety

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