More evidence that math anxiety is specific to math in young children: The correlates of the math anxiety questionnaire for children (MAQC)

Abstract

Although interest in math anxiety in young children has recently increased, the results of previous studies on math anxiety correlates are inconsistent. The article presents the results of two studies conducted among early school-age learners (6–11 years) where the Math Anxiety Questionnaire for Children (MAQC) was used. The results indicate that the MAQC score (a) positively and moderately/strongly correlates with math anxiety scores obtained with other scales, (b) positively and mainly moderately correlates with general and test anxiety, (c) and negatively and weakly/moderately correlates with math achievement. Negative, weak, and significant relationships between math anxiety and math achievement occur even if general and test anxiety are controlled. Moreover, the results of the group comparison test show that children with a high level of math self-esteem have lower math anxiety than children with medium math self-esteem and this effect is large. Children with medium and high Polish language self-esteem do not differ from each other in math anxiety. It may be concluded that math anxiety in young children is a specific kind of anxiety, and its correlates are similar to those in secondary school-age children, adolescents, and adults.