IES Grant

Title: | An Exploration of Malleable Social and Cognitive Factors Associated with Early Elementary School Students' Mathematics Achievement | ||

Center: | NCER | Year: | 2011 |

Principal Investigator: | Beilock, Sian | Awardee: | University of Chicago |

Program: | Cognition and Student Learning [Program Details] | ||

Award Period: | 3 years | Award Amount: | $1,157,723 |

Type: | Exploration | Award Number: | R305A110682 |

Description: |
Structured Abstract
In Study 1, the research team used a within subjects pre/post design to measure the relation between teachers' anxiety and students' achievement at the beginning and end of the school year. Participants included about 460 first and second grade students and about 70 of their female teachers. In Study 2, the researchers observed classroom practices of a subset of Year 1 teachers with high (n =20) and low math anxiety (n = 20) along with about 240 of their students. Researchers blind to teacher anxiety observed teachers during math and reading lessons on three separate occasions during the school year. The researchers focused on teacher pedagogy, displays of math anxieties, and differential gender treatment. In Study 3, students viewed three short video clips of teachers providing mathematics and reading instruction. The videos depicted three different teacher practices focusing on pedagogy, anxiety and attitudes, and differential gender treatment. For each of the three teacher practice studies, 32 students per grade participated with 16 students per condition (total of 192 first and second graders). Each study consisted of a 2 (domain: reading or math) x 2 (behavior: positive or negative) design. The first factor was within subjects and the second factor was randomly assigned between subjects. After viewing each video clip, students completed measures on math and reading anxiety, stereotypes, and math and reading performance.
Products and Publications
Beilock, S.L., and Maloney, E.A. (2015). Math Anxiety: A Factor in Math Achievement not to be Ignored. Chang, H., and Beilock, S.L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Chang, H., Sprute, L., Maloney, E.A., Beilock, S.L., and Berman, M.G. (2017). Simple arithmetic: not so simple for highly math anxious individuals. Foley, A.E., Herts, J.B., Borgonovi, F., Guerriero, S., Levine, S.C., and Beilock, S.L. (2017). The math anxiety-performance link: A global phenomenon. Gunderson, E.A., Park, D., Maloney, E.A., Beilock, S.L., and Levine, S.C. (2018). Reciprocal Relations among Motivational Frameworks, Math Anxiety, and Math Achievement in Early Elementary School. Maloney, E., and Beilock, S.L. (2012). Math Anxiety: Who has it, why it Develops, and how to Guard Against it. Maloney, E.A., Converse, B.A., Gibbs, C., Levine, S.C., and Beilock, S.L. (2015). Jump-Starting Early Childhood Education at Home: Early Learning, Parent Motivation, and Public Policy. Maloney, E.A., Ramirez, G., Gunderson, E.A., Levine, S.C., and Beilock, S.L. (2015). Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety. Maloney, E.A., Sattizahn, J. and Beilock, S.L. (2014). Anxiety and Cognition. Maloney, E.A., Schaeffer, M.W., and Beilock, S.L. (2013). Mathematics Anxiety and Stereotype Threat: Shared Mechanisms, Negative Consequences and Promising Interventions. Park, D., Gunderson, E.A., Tsukayama, E., Levnie, S.C, and Beilock, S.L. (2016). Young Children's Motivational Frameworks and Math Achievement: Relation to Teacher-Reported Instructional Practices, but not Teacher Theory of Intelligence. Ramirez, G. (2017). Motivated forgetting in early mathematics: A proof-of-concept study. Ramirez, G., Chang, H., Maloney, E.A., Levine, S., and Beilock, S.L. (2016). On the Relationship Between Math Anxiety and Math Achievement in Early Elementary School: The Role of Problem Solving Strategies. Ramirez, G., Fries, L., Gunderson, E., Schaeffer, M.W., Maloney, E. A., Beilock, S.L., and Levine, S.C. (2019). Reading Anxiety: An Early Affective Impediment to Children's Success in Reading. |
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