TY - JOUR
T1 - Effects of math anxiety and perfectionism on timed versus untimed math testing in mathematically gifted sixth graders
AU - Tsui, Joanne M.
AU - Mazzocco, Michèle M.M.
N1 - Funding Information:
doctoral degree in Experimental Psychology from Arizona State University. She is Associate Professor, Psychiatry and Behavioral Sciences, at the Johns Hopkins School of Medicine; Associate Professor of Population and Family Health Sciences, at the Johns Hopkins Bloomberg School of Public Health; and Director of the Math Skills Development Project. Dr. Mazzocco is leading a long-term longitudinal study of the cognitive correlates of successful mathematics achievement. Additional work related to Dr. Mazzocco's broader interest in cognitive development includes research on the development of executive function skills and children's understanding of nonliteral language. Dr. Mazzocco was the faculty mentor for this research. E-mail: mazzocco @ kennedykrieger.org The research presented in this report was completed in partial fulfillment for the Master of Arts Degree, awarded to Ms.Tsui.This work was supported in part by NIH grant HD R01 34061-7 awarded to Dr. Mazzocco.The authors wish to thank the parents and children who participated, and the Center for Talented Youth (CTY) at the Johns Hopkins University for assistance with recruitment for this project; and Dr. McCloskey for his input on earlier drafts of this manuscript. For correspondence: Contact Joanne Tsui at joannet@jhu.edu, or Michele Mazzocco, 3825 Greenspring Avenge, Painter Bldg.Top Floor, Baltimore, MD, 21211. E-mail: mazzocco @ kennedykrieger.org.
PY - 2006/12/1
Y1 - 2006/12/1
N2 - This study was designed to examine the effects of math anxiety and perfectionism on math performance, under timed testing conditions, among mathematically gifted sixth graders. We found that participants had worse math performance during timed versus untimed testing, but this difference was statistically significant only when the timed condition preceded the untimed condition. We also found that children with higher levels of either math anxiety or perfectionism had a smaller performance discrepancy during timed versus untimed testing, relative to children with lower levels of math anxiety or perfectionism. There were no statistically significant gender differences in overall test performance, nor in levels of math anxiety or perfectionism; however, the difference between performance on timed and untimed math testing was statistically significant for girls, but not for boys. Implications for educators are discussed.
AB - This study was designed to examine the effects of math anxiety and perfectionism on math performance, under timed testing conditions, among mathematically gifted sixth graders. We found that participants had worse math performance during timed versus untimed testing, but this difference was statistically significant only when the timed condition preceded the untimed condition. We also found that children with higher levels of either math anxiety or perfectionism had a smaller performance discrepancy during timed versus untimed testing, relative to children with lower levels of math anxiety or perfectionism. There were no statistically significant gender differences in overall test performance, nor in levels of math anxiety or perfectionism; however, the difference between performance on timed and untimed math testing was statistically significant for girls, but not for boys. Implications for educators are discussed.
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U2 - 10.1080/02783190709554397
DO - 10.1080/02783190709554397
M3 - Article
C2 - 20084180
AN - SCOPUS:85007877483
SN - 0278-3193
VL - 29
SP - 132
EP - 139
JO - Roeper Review
JF - Roeper Review
IS - 2
ER -