Anxiety, Motivation, and Competence in Mathematics and Reading for Children With and Without Learning Difficulties.

ABSTRACT: Knowledge of the relations among learners' socio-emotional characteristics and competencies as they engage in mathematics and reading is limited, especially for children with academic difficulties. This study examined the relations between anxiety, motivation, and competence in mathematics and reading, within and across domains, in an academically-diverse set of 8-13-year-old learners (n = 146). To measure anxiety and motivation across domains, we paired existing measures of math anxiety and reading motivation with researcher-developed analogs for reading anxiety and math motivation. Participants completed standardized assessments of mathematics and reading, anxiety and motivation surveys for math and reading, and a measure of nonverbal cognitive ability. Results showed high interna

SUBMITTER: Pollack C 

PROVIDER: S-EPMC8528962 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature