Associations Between Teacher and Student Mathematics, Science, and Literacy Anxiety in Fourth Grade

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Author(s)McLean, Leigh
Author(s)Janssen, Jayley
Author(s)Espinoza, Paul
Author(s)Lindstrom Johnson, Sarah
Author(s)Jimenez, Manuela
Date Accessioned2023-06-02T20:33:17Z
Date Available2023-06-02T20:33:17Z
Publication Date2023-03-09
DescriptionThis article was originally published in Journal of Educational Psychology. The version of record is available at: https://doi.org/10.1037/edu0000790
AbstractThe present study explored associations among teachers’ anxiety for teaching mathematics, science, and English language arts and their students’ own anxiety in each content area, and how these associations varied depending on student sex and socioeconomic status (SES). Participants included 33 fourth-grade teachers and 463 students from 14 schools in the Southwestern United States. Multiple regression models with cluster-robust standard errors were run regressing students’ mid-year, self-reported content-area anxiety on teachers’ self-reported content-area anxiety at the beginning of the year and controlling for students’ beginning-of-year anxiety in that content area. Two interaction effects were detected whereby teachers’ mathematics and science anxiety were each positively associated with the mathematics and science anxiety of their low-SES students. Findings provide additional evidence for processes of emotional transmission between teachers and students in the classroom and provide additional information about the learning contexts and student groups for whom these processes may be particularly relevant. Educational Impact and Implications Statement: We investigated associations among teachers’ and students’ anxiety in mathematics, science, and literacy. We found that teachers’ anxiety in mathematics and science was associated with the mathematics and science anxiety of their low-SES students. Results highlight STEM content areas as contexts in which transmission of negative emotions between teachers and students may take place, as well as highlight the particular impacts these processes might have on students from underserved socioeconomic backgrounds.
SponsorThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant 305A200524 to the University of Delaware. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.Leigh McLean served as lead for conceptualization, data curation, formal analysis, funding acquisition, investigation, methodology, project administration, supervision, writing–original draft, writing–review and editing. Jayley Janssen contributed equally to data curation, and served in a supporting role for conceptualization, writing–original draft. Paul Espinoza served in a supporting role for conceptualization, data curation, and–original draft. Sarah Lindstrom Johnson served in a supporting role for conceptualization, formal analysis, methodology, project administration, writing–review and editing. Manuela Jimenez served in a supporting role for conceptualization, funding acquisition, writing–review and editing.
CitationMcLean, L., Janssen, J., Espinoza, P., Lindstrom Johnson, S., & Jimenez, M. (2023). Associations between teacher and student mathematics, science, and literacy anxiety in fourth grade.Journal of Educational Psychology, 115(4), 539–551. https://doi.org/10.1037/edu0000790
ISSN1939-2176
URLhttps://udspace.udel.edu/handle/19716/32822
Languageen_US
PublisherJournal of Educational Psychology
Keywordsteacher anxiety
Keywordsstudent anxiety
Keywordsteacher emotions
Keywordscontent areas
Keywordselementary education
TitleAssociations Between Teacher and Student Mathematics, Science, and Literacy Anxiety in Fourth Grade
TypeArticle
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