Abstract
The present study investigated the relations among math anxiety, math self-concept, and math self-efficacy on math achievement in older students and underserved ethnic minorities (i.e., Blacks and Hispanics) in higher education. These two groups have been largely neglected in the math self-construct literature. The results showed that older students reported higher math learning anxiety and lower math self-efficacy. Underserved minorities reported higher levels of both math learning and math evaluation anxiety. These math measures were related to lower math achievement (i.e., math SAT, math GPA, and the number of math classes completed). Using latent profile analysis, three distinct math profiles were identified. The high math anxiety and low self-efficacy profile was associated with older students, compared to students whose profile was average in math anxiety and math self-efficacy, or low in math anxiety and high in math self-efficacy. These findings challenge researchers and educators to devise interventions and employ pedagogical techniques to bolster older students’ and underserved ethnic minorities’ math self-construct and academic achievement in math.
Data Availability Statement
The data that support the findings of this study are available from the corresponding author upon reasonable request.
Disclosure Statement
No potential conflict of interest was reported by the authors.
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Notes on contributors
Kit W. Cho
Kit W. Cho is an associate professor of Psychology at the University of Houston-Downtown. He teaches more than six different courses at UHD, including cognitive psychology, statistics, and research methods. His research interests center on applied cognitive psychology and educational psychology.
Dana Kongo
Dana Kongo is a graduate student at the University of Houston-Clear Lake campus. She is pursuing an M.S in the Psychology Neuroscience and Behavior program. Her research interests center around learning disabilities in K-12 students.