ISSN 0439-755X
CN 11-1911/B

Acta Psychologica Sinica ›› 2022, Vol. 54 ›› Issue (4): 355-370.doi: 10.3724/SP.J.1041.2022.00355

• Reports of Empirical Studies • Previous Articles     Next Articles

Transition of latent classes of children’s mathematics anxiety in primary school and the distinctive effects of parental educational involvement: A three-wave longitudinal study

SI Jiwei1(), GUO Kaiyue1, ZHAO Xiaomeng1, ZHANG Mingliang1,2, LI Hongxia1, HUANG Bijuan1, XU Yanli1   

  1. 1School of Psychology, Shandong Normal University, Jinan 250358, China
    2Shandong Administrative Institute, Jinan 250014, China
  • Received:2021-05-14 Published:2022-04-25 Online:2022-02-21
  • Contact: SI Jiwei E-mail:sijiwei1974@126.com
  • Supported by:
    general program of National Natural Science Foundation of China(31971010);humanities and Social Sciences planning fund of the Ministry of Education(18YJA190014)

Abstract:

In this study, latent transition analysis was used to investigate the transitions between different subtypes of primary school children's mathematics anxiety and the role of parental educational involvement in the transitions between different subtypes of primary school children's mathematics anxiety. 1720 third and fourth graders in county primary schools were selected as participants, and their mathematics anxiety and perceived parental educational involvement were measured three times, with an interval of one year each time. The results show that: (1) There were three different subgroups of mathematics anxiety in primary school children, including the low mathematics anxiety group, the high mathematics evaluation anxiety group and the high mathematics acquisition anxiety group; (2) As time went by the high mathematics evaluation anxiety group tended to change to the low mathematics anxiety group, the high mathematics acquisition anxiety group tended to change to the high mathematics evaluation anxiety group, and the low mathematics anxiety group were relatively stable; (3) The predictive effect of paternal/maternal educational involvement on the transitions of children's mathematics anxiety subgroups is distinctive for different mathematics anxiety subgroups. The above findings provide an important reference for further understanding the formation mechanism of mathematics anxiety and the formulation of intervention measures.

Key words: primary school children, mathematics anxiety, parental educational involvement, latent transition analysis, longitudinal study