Recent findings on the negative impacts of math anxiety (MA) in children raised outstanding issues for educational and clinical research, regarding effective intervention programs. One basic approach to develop intervention programs in field of cognitive behavioral therapy is to gain an in-depth understanding of the cognitive beliefs (CB) of children with a specific mental problem. By applying latent profile analysis (LPA), the present study aimed at identifying different patterns of MA and to provide more insights into its cognitive phenomenology. For this purpose, trait-MA, state-MA, attitudes towards math, academic self-concepts (math, language, general), fixed/growth mindsets, executive functions and math performance of 475 fourth and fifth graders (48.2% girls) were assessed. LPA indicated seven distinct profiles characterized by different dimensions and patterns of state-MA, trait-MA and core beliefs towards math. Furthermore, the profiles showed clear different math performances. The weakest performances were found for a profile with highest state-MA, high trait-MA and negative CB towards math and a profile with average state-MA, high trait-MA and negative CB towards math, whereas the highest achieving profile had no state-MA, high trait-MA and very positive CB towards math. The findings underline the complexity of MA and emphasize the necessity to develop interventions with careful consideration of the heterogeneous patterns.
A latent profile analysis of math anxiety and core beliefs towards mathematics among children
