Antecedents of science anxiety in elementary school

References

• Ahmed, W., Minnaert, A., Kuyper, H., & van der Werf, G. (2012). Reciprocal relationships between math self-concept and math anxiety. Learning and Individual Differences, 22(3), 385–389. https://doi.org/10.1016/j.lindif.2011.12.004
   Web of Science ®Google Scholar
• Alvaro, R. (1978). The effectiveness of a science-therapy program on science-anxious undergraduates [Dissertation]. Loyola University.
   Google Scholar
• Ardasheva, Y., Carbonneau, K. J., Roo, A. K., & Wang, Z. (2018). Relationships among prior learning, anxiety, self-efficacy, and science vocabulary learning of middle school students with varied English language proficiency. Learning and Individual Differences, 61, 21–30. https://doi.org/10.1016/j.lindif.2017.11.008
   Web of Science ®Google Scholar
• Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130(2), 224–237. https://doi.org/10.1037//0096-3445.130.2.224
   PubMed Web of Science ®Google Scholar
• Barmby, P., Kind, P. M., & Jones, K. (2008). Examining changing attitudes in secondary school science. International Journal of Science Education, 30(8), 1075–1093. https://doi.org/10.1080/09500690701344966
   Web of Science ®Google Scholar
• Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860–1863. https://doi.org/10.1073/pnas.0910967107
   PubMed Web of Science ®Google Scholar
• Bowen, C. W. (1999). Development and score validation of a Chemistry Laboratory Anxiety Instrument (CLAI) for college chemistry students. Educational and Psychological Measurement, 59(1), 171–185. https://doi.org/10.1177/0013164499591012
   Web of Science ®Google Scholar
• Britner, S. L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes. Journal of Research in Science Teaching, 45(8), 955–970. https://doi.org/10.1002/tea.20249
   Web of Science ®Google Scholar
• Brownlow, S., Jacobi, T., & Rogers, M. (2000). Science anxiety as a function of gender and experience. Sex Roles, 42(1/2), 119–131. https://doi.org/10.1023/A:1007040529319
   Web of Science ®Google Scholar
• Bundesministerium für Bildung und Forschung (BMBF). (2019). Mit MINT in die Zukunft! Der MINT-Aktionsplan des BMBF. Bundesministerium für Bildung und Forschung.
   Google Scholar
• Chang, H., & 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. Current Opinion in Behavioral Sciences, 10, 33–38. https://doi.org/10.1016/j.cobeha.2016.04.011
   Web of Science ®Google Scholar
• Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5
   Web of Science ®Google Scholar
• Chiarelott, L., & Czerniak, C. (1987). Science anxiety: Implications for science curriculum and teaching. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 60(5), 202–205. www.jstor.org/stable/30186668 https://doi.org/10.1080/00098655.1987.9959323
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
   Google Scholar
• Cox, C. A., & Carpenter, J. R. (1989). Improving attitudes toward teaching science and reducing science anxiety through increasing confidence in science ability in inservic elementary school techers. Journal of Elementary Science Education, 1(2), 14–34. www.jstor.org/stable/43155580 https://doi.org/10.1007/BF03173020
   Google Scholar
• Croak, M. (2018). The effects of STEM education on economic growth. Union College.
   Google Scholar
• Czerniak, C., Chiarelott, L. (1984). Science anxiety: An investigation of science-achievement, sex and grade level factors. Annual meeting of the American Educational Research Association, New Orleans. www.jstor.org/stable/30186668
   Google Scholar
• Decristan, J., Hondrich, A. L., Büttner, G., Hertel, S., Klieme, E., Kunter, M., Lühken, A., Adl-Amini, K., Djakovic, S.-K., Mannel, S., Naumann, A., & Hardy, I. (2015). Impact of additional guidance in science education on primary students’ conceptual understanding. The Journal of Educational Research, 108(5), 358–370. https://doi.org/10.1080/00220671.2014.899957
   Web of Science ®Google Scholar
• Derakshan, N., & Eysenck, M. W. (2009). Anxiety, processing efficiency, and cognitive performance: New developments from attentional control theory. European Psychologist, 14(2), 168–176. https://doi.org/10.1027/1016-9040.14.2.168
   Web of Science ®Google Scholar
• Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
   Web of Science ®Google Scholar
• Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Girls and mathematics - A hopeless issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22(4), 497–514. https://doi.org/10.1007/BF03173468
   Web of Science ®Google Scholar
• Gesellschaft für Didaktik des Sachunterrichts. (2003). Perspectives framework for general studies in primary education. A framework for teaching general knowledge. Klinkhardt.
   Google Scholar
• Goetz, T., Frenzel, A. C., Lüdtke, O., & Hall, N. C. (2010). Between-domain relations of academic emotions: Does having the same instructor make a difference? The Journal of Experimental Education, 79(1), 84–101. https://doi.org/10.1080/00220970903292967
   Web of Science ®Google Scholar
• González, A., Fernández, M.-V C., & Paoloni, P.-V. (2017). Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance. Journal of Research in Science Teaching, 54(5), 558–585. https://doi.org/10.1002/tea.21377
   Web of Science ®Google Scholar
• Griggs, M. S., Rimm-Kaufman, S. E., Merritt, E. G., & Patton, C. L. (2013). The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy. School Psychology Quarterly, 28(4), 360–373. https://doi.org/10.1037/spq0000026
   PubMed Web of Science ®Google Scholar
• Güzeller, C. O., & Doğru, M. (2012). Development of science anxiety scale for primary school students. Social Indicators Research, 109(2), 189–202. https://doi.org/10.1007/s11205-011-9894-6
   Web of Science ®Google Scholar
• Hager, W. (2004). Testplanung zur statistischen Prüfung psychologischer Hypothesen: Die Ableitung von Vorhersagen und die Kontrolle der Determinanten des statistischen Tests [Test planning for the statistical examination of psychological hypotheses: The deduction of predictions and the control of determinants of statistical tests]. Hogrefe. http://search.ebscohost.com/login.aspx?direct=true&db=pdx&AN=0168978&site=ehost-live
   Google Scholar
• Hardy, I., Jonen, A., Möller, K., & Stern, E. (2006). Effects of instructional support within constructivist learning environments for elementary school students' understanding of “floating and sinking”. Journal of Educational Psychology, 98(2), 307–326. https://doi.org/10.1037/0022-0663.98.2.307
   Web of Science ®Google Scholar
• Hassan, G. (2008). Attitudes toward science among Australian tertiary and secondary school students. Research in Science & Technological Education, 26(2), 129–147. https://doi.org/10.1080/02635140802034762
   Google Scholar
• Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58(1), 47–77. https://doi.org/10.3102/00346543058001047
   Web of Science ®Google Scholar
• Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33–46. https://doi.org/10.2307/749455
   Web of Science ®Google Scholar
• Henschel, S., & Roick, T. (2017). Relationships of mathematics performance, control and value beliefs with cognitive and affective math anxiety. Learning and Individual Differences, 55, 97–107. https://doi.org/10.1016/j.lindif.2017.03.009
   Web of Science ®Google Scholar
• Henschel, S., & Roick, T. (2018). The multidimensional structure of math anxiety revisited. Incorporating psychological dimensions and setting factors. European Journal of Psychological Assessment, 36(1), 1–13. https://doi.org/10.1027/1015-5759/a000477
   Web of Science ®Google Scholar
• Hessisches Kultusministerium. (1995). Rahmenlehrplan Grundschule [Framework curriculum for elementary school]. Hessisches Kultusministerium.
   Google Scholar
• Hettmannsperger, R., Hardy, I., Mannel, S., & Gabler, K. (2020). Bildung für nachhaltige Entwicklung: Wie kann die Auseinandersetzung mit komplexen gesellschaftlichen Fragen in der Grundschule gestaltet werden? [Education for sustainable development: How can the engagement with complex social issues be designed in elementary school?]. In H. Kminek, F. Bank, & I. Fuchs (Eds.), Kontroverses Miteinander: Interdisziplinäre und kontroverse Positionen zur Bildung für eine nachhaltige Entwicklung (pp. 99–132). Frankfurter Beiträge zur Erziehungswissenschaft.
   Google Scholar
• Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., & Szűcs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and Individual Differences, 48, 45–53. https://doi.org/10.1016/j.lindif.2016.02.006
   Web of Science ®Google Scholar
• Hong, J.-C., Hwang, M.-Y., Tai, K.-H., & Tsai, C.-R. (2017). An exploration of students’ science learning interest related to their cognitive anxiety, cognitive load, self-confidence and learning progress using inquiry-based learning with an iPad. Research in Science Education, 47(6), 1193–1212. https://doi.org/10.1007/s11165-016-9541-y
   Web of Science ®Google Scholar
• Hong, Z. R. (2010). Effects of a collaborative science intervention on high achieving students’ learning anxiety and attitudes toward science. International Journal of Science Education, 32(15), 1971–1988. https://doi.org/10.1080/09500690903229304
   Web of Science ®Google Scholar
• Hu, L.-T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424–453. https://doi.org/10.1037/1082-989X.3.4.424
   Web of Science ®Google Scholar
• Jansen, M., Schneider, R., Schipolowski, S., & Henschel, S. (2019). Motivationale Schülermerkmale im Fach Mathematik und in den naturwissenschaftlichen Fächern [Motivational student characteristics in mathematics and science subjects]. In P. Stanat, S. Schipolowski, N. Mahler, S. Weirich, & S. Henschel (Eds.), IQB-Bildungstrend 2018. Mathematische und naturwissenschaftliche Kompetenzen am Ende der Sekundarstufe I im zweiten Ländervergleich (pp. 338–354). Waxmann.
   Google Scholar
• Jonen, A., & Möller, K. (2005). Paket 1: Schwimmen und Sinken [Package 1: Floating and sinking]. In K. Möller (Ed.), Die KiNT-Boxen – Kinder lernen Naturwissenschaft und Technik. Klassenkisten für den Sachunterricht (pp. 307–326). Spectra-Verlag.
   Google Scholar
• Karakaya, F., Avgin, S. S., & Kümperli, E. (2016). Analysis of primary school student’s science learning anxiety according to some variables. Journal of Education and Practice, 7(33), 24–31.
   Google Scholar
• Kyttälä, M., & Björn, P. M. (2010). Prior mathematics achievement, cognitive appraisals and anxiety as predictors of Finnish students’ later mathematics performance and career orientation. Educational Psychology, 30(4), 431–448. https://doi.org/10.1080/01443411003724491
   Web of Science ®Google Scholar
• Laukenmann, M., Bleicher, M., Fuß, S., Gläser-Zikuda, M., Mayring, P., & von Rhöneck, C. (2003). An investigation of the influence of emotional factors on learning in physics instruction. International Journal of Science Education, 25(4), 489–507. https://doi.org/10.1080/09500690210163233
   Web of Science ®Google Scholar
• Lintorf, K. (2012). Wie vorhersagbar sind Grundschulnoten? Prädiktionskraft individueller und kontextspezifischer Merkmale [How predictable are primary school grades? Predictive power of individual and context-specific characteristics]. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-94339-8
   Google Scholar
• Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: A longitudinal panel analysis. Journal of Adolescence, 27(2), 165–179. https://doi.org/10.1016/j.adolescence.2003.11.003
   PubMed Web of Science ®Google Scholar
• Mallow, J. V. (1981). Science anxiety: Fear of science and how to overcome it. Van Nostrand Reinhold.
   Google Scholar
• Mallow, J. V. (1994). Gender-related science anxiety: A first binational study. Journal of Science Education and Technology, 3(4), 227–238. https://doi.org/10.1007/BF01575898
   Google Scholar
• Mallow, J. V. (2006). Science anxiety: Research and action. In J. J. Mintzes & W. H. Leonard (Eds.), Handbook of college science teaching (pp. 3–14). National Science Teachers Association.
   Google Scholar
• Mallow, J. V., Kastrup, H., Bryant, F. B., Hislop, N., Shefner, R., & Udo, M. (2010). Science anxiety, science attitudes, and gender: Interviews from a binational study. Journal of Science Education and Technology, 19(4), 356–369. https://doi.org/10.1007/s10956-010-9205-z
   Web of Science ®Google Scholar
• May, D. K. (2009). Mathematics self-efficacy and anxiety questionnaire [Doctoral dissertation, University of Georgia]. https://getd.libs.uga.edu/pdfs/may_diana_k_200908_phd.pdf
   Google Scholar
• McBride, E., Oswald, W. W., Beck, L. A., & Vashlishan Murray, A. (2019). “I'm just not that great at science”: Science self-efficacy in arts and communication students. Journal of Research in Science Teaching, 57(4), 597–622. https://doi.org/10.1002/tea.21603
   Web of Science ®Google Scholar
• Messick, S. (2005). Standards of validity and the validity of standards in performance assessment. Educational Measurement: Issues and Practice, 14(4), 5–8. https://doi.org/10.1111/j.1745-3992.1995.tb00881.x
   Google Scholar
• Mihladiz, G., Duran, M., & Dogan, A. (2011). Examining primary school students’ attitudes towards science in terms of gender, class level and income level. Procedia - Social and Behavioral Sciences, 15, 2582–2588. https://doi.org/10.1016/j.sbspro.2011.04.150
   Google Scholar
• Muthén, L. K., & Muthén, B. O. (1998–2017). Mplus user’s guide: Statistical analysis with latent variables (8th ed.). Muthén & Muthén.
   Google Scholar
• National Science Board. (2015). Revisiting the STEM workforce: A companion to science and engineering indicators 2014. National Science Foundation.
   Google Scholar
• Novak, E., & Wisdom, S. (2018). Effects of 3D printing project-based learning on preservice elementary teachers’ science attitudes, science content knowledge, and anxiety about teaching science. Journal of Science Education and Technology, 27(5), 412–432. https://doi.org/10.1007/s10956-018-9733-5
   Web of Science ®Google Scholar
• O’Dea, R. E., Lagisz, M., Jennions, M. D., & Nakagawa, S. (2018). Gender differences in individual variation in academic grades fail to fit expected patterns for STEM. Nature Communications, 9(1), 3777. https://doi.org/10.1038/s41467-018-06292-0
   PubMed Web of Science ®Google Scholar
• OECD. (2016). PISA 2015 results. Students' well-being (Vol. III). OECD Publishing. https://doi.org/10.1787/9789264255425-en
   Google Scholar
• Oludipe, D., & Awokoya, O. (2010). Effect of cooperative learning teaching strategy on the reduction of students’ anxiety for learning chemistry. Journal of Turkish Science Education, 7, 30–36.
   Google Scholar
• Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. https://doi.org/10.1080/0950069032000032199
   Web of Science ®Google Scholar
• Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25(4), 406–422. https://doi.org/10.1006/ceps.1999.1027
   PubMed Web of Science ®Google Scholar
• Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
   Web of Science ®Google Scholar
• Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002
   Web of Science ®Google Scholar
• Perry, R. P., Chipperfield, J. G., Hladkyj, S., Pekrun, R., & Hamm, J. M. (2014). Attribution-based treatment interventions in some achievement settings. Advances in Motivation and Achievement, 18, 1–35. https://doi.org/10.1108/S0749-742320140000018000
   Google Scholar
• Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. https://doi.org/10.3758/BRM.40.3.879
   PubMed Web of Science ®Google Scholar
• Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies. Journal of Experimental Child Psychology, 141, 83–100. https://doi.org/10.1016/j.jecp.2015.07.014
   PubMed Web of Science ®Google Scholar
• Ramsden, J. M. (1998). Mission impossible? Can anything be done about attitudes to science? International Journal of Science Education, 20(2), 125–137. https://doi.org/10.1080/0950069980200201
   Web of Science ®Google Scholar
• Ringeisen, T., Raufelder, D., Schnell, K., & Rohrmann, S. (2016). Validating the proposed structure of the relationships among test anxiety and its predictors based on control-value theory: Evidence for gender-specific patterns. Educational Psychology, 36(10), 1826–1844. https://doi.org/10.1080/01443410.2015.1072134
   Web of Science ®Google Scholar
• Rjosk, C., Haag, N., Heppt, B., & Stanat, P. (2017). Zuwanderungsbezogene Disparitäten [Immigration-related disparities]. In P. Stanat, S. Schipolowski, C. Rjosk, S. Weirich, & N. Haag (Eds.), IQB-Bildungstrend 2016. Kompetenzen in den Fächern Deutsch und Mathematik am Ende der 4. Jahrgangsstufe im zweiten Ländervergleich (pp. 237–275). Waxmann.
   Google Scholar
• Russell, J., & Steven, H. (1975). A biology attitude scale. The American Biology Teacher, 37(5), 270–273. https://doi.org/10.2307/4445229
   Web of Science ®Google Scholar
• Sağır, Ş. U. (2012). The primary school students' attitude and anxiety towards science. Journal of Baltic Science Education, 11(2), 127–140.
   Web of Science ®Google Scholar
• Sahin, M., Çaliskan, S., & Dilek, U. (2015). Development and validation of the physics anxiety rating scale. International Journal of Environmental and Science Education, 10, 183–200. https://doi.org/10.1037/t51406-000
   Google Scholar
• Senatsverwaltung für Bildung, Jugend und Familie. (2018). Framework curriculum 1-10 compact. An overview of the subjects and content taught in Berlin. SenBJF.
   Google Scholar
• Senatsverwaltung für Bildung, Jugend und Familie. (2019). Wochenstundentafel für die Grundschule und für die Primarstufe an Gemeinschaftsschulen und Integrierten Sekundarschulen [Hourly table for elementary school and for elementary level at community schools and integrated secondary schools]. https://www.berlin.de/sen/bildung/schule/bildungswege/grundschule/wochenstundentafel-2019.pdf
   Google Scholar
• Silver, A., & Rushton, B. S. (2008). Primary-school children's attitudes towards science, engineering and technology and their images of scientists and engineers. Education 3-13, 36(1), 51–67. https://doi.org/10.1080/03004270701576786
   Google Scholar
• Simon, S. (2014). Attitudes to science and to learning science. In R. Gunstone (Ed.), Encyclopedia of science education (pp. 1–6). Springer. https://doi.org/10.1007/978-94-007-6165-0_90-1
   Google Scholar
• Tytler, R. (2014). Attitudes, identity, and aspirations toward science. In N. G. L. a. S. K. Abell (Ed.), Handbook of research on science rducation (pp. 82–103). Routledge.
   Google Scholar
• Ucak, E., & Say, S. (2018). Analyzing the secondary school students’ anxiety towards science course in terms of a number of variables. European Journal of Educational Research, 8, 63–71.
   Google Scholar
• Udo, M. K., Ramsey, G. P., & Mallow, J. V. (2004). Science anxiety and gender in students taking general education ccience courses. Journal of Science Education and Technology, 13(4), 435–446. https://doi.org/10.1007/s10956-004-1465-z
   Google Scholar
• Udo, M. K., Ramsey, G. P., Reynolds-Alpert, S., & Mallow, J. V. (2001). Does physics teaching affect gender-based science anxiety? Journal of Science Education and Technology, 10(3), 237–247. https://doi.org/10.1023/A:1016686532654
   Google Scholar
• Vinni-Laakso, J., Guo, J., Juuti, K., Loukomies, A., Lavonen, J., & Salmela-Aro, K. (2019). The relations of science task values, self-concept of ability, and STEM aspirations among Finnish students from first to second grade. Frontiers in Psychology, 10(1449), 1–15. https://doi.org/10.3389/fpsyg.2019.01449
   PubMed Web of Science ®Google Scholar
• Wald, A. (1943). Tests of statistical hypotheses concerning several parameters when the number of observations is large. Transactions of the American Mathematical Society, 54(3), 426–482. https://doi.org/10.1090/S0002-9947-1943-0012401-3
   Google Scholar
• Wang, M.-T., & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33(4), 304–340. https://doi.org/10.1016/j.dr.2013.08.001
   Web of Science ®Google Scholar
• Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548
   PubMed Web of Science ®Google Scholar
• Wigfield, A., & Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psychology, 80(2), 210–216. https://doi.org/10.1037/0022-0663.80.2.210
   Web of Science ®Google Scholar
• Zhang, J. (2020). A longitudinal study of Pekrun’s control-value theory and the internal/external frame of reference model in predicting academic anxiety. Educational Psychology, 1–22. https://doi.org/10.1080/01443410.2020.1729345
   Web of Science ®Google Scholar