Predictors of Math Anxiety and Its Influence on Young Adolescents' Course Enrollment Intentions and Performance in Mathematics

We used structural modeling procedures to assess the influence of past math grades, math ability perceptions, performance expectancies, and value perceptions on the level of math anxiety reported in a sample of 7ththrough 9th-grade students (N = 250). A second set of analyses examined the relative influence of these performance, self-perception, and affect variables on students' subsequent grades and course enrollment intentions in mathematics. The findings indicated that math anxiety was most directly related to students' math ability perceptions, performance expectancies, and value perceptions. Students' performance expectancies predicted subsequent math grades, whereas their value perceptions predicted course enrollment intentions. Math anxiety did not have significant direct effects on either grades or intentions. The findings also suggested that the pattern of relations are similar for boys and girls. The results are discussed in relation to expectancy-value and self-efficacy theories of academic achievement.