scholarly journals Longitudinal Performance in Basic Numerical Skills Mediates the Relationship Between Socio-Economic Status and Mathematics Anxiety: Evidence From Chile

2021 ◽  
Vol 11 ◽  
Author(s):  
Bárbara Guzmán ◽  
Cristina Rodríguez ◽  
Roberto A. Ferreira
Keyword(s):  
Mathematics Anxiety ◽  
Economic Status ◽  
Vulnerability Index ◽  
Mediating Effect ◽  
Second Grade ◽  
Mathematical Performance ◽  
Socio Economic Status ◽  
Second Grade Students ◽  
And Mathematics ◽  
The Relationship

Socio-economic status (SES) and mathematical performance seem to be risk factors of mathematics anxiety (MA) in both children and adults. However, there is little evidence about how exactly these three constructs are related, especially during early stages of mathematical learning. In the present study, we assessed longitudinal performance in symbolic and non-symbolic basic numerical skills in pre-school and second grade students, as well as MA in second grade students. Participants were 451 children (average pre-school age = 5 years, 6 months) from 12 schools in Chile, which differed in school vulnerability index (SVI), an indicator of SES. We tested an explanatory model of MA that included SES and longitudinal performance in basic numerical skills as predictors. The results showed a direct effect of SES on MA and a mediating effect of performance in symbolic and non-symbolic comparison tasks in pre-school. However, in second grade, only performance in symbolic comparison significantly mediated the SES-MA relationship. These findings suggest that performance in non-symbolic comparison plays an important role in explaining MA at initial stages, but that its influence is no longer significant by the time children reach formal instruction in second grade. By contrast, as children’s formal educational experience in mathematics increases, MA becomes linked primarily to symbolic numerical tasks. In sum, SES affects MA and this is due in part to the effect of SES on the development of numerical learning in pre-school, which in turn has an impact on subsequent, more complex learning, ultimately leading to differences in MA. We discuss the implications of these findings for preventing and acting upon the emergence of MA.

scholarly journals Feedback Seeking Behaviour, Classroom Learning Environment and Mathematics Anxiety of Polytechnics Students in Malaysia

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Ying-Leh Ling
Keyword(s):  
Learning Environment ◽  
Mathematics Anxiety ◽  
Mediating Effect ◽  
Classroom Learning Environment ◽  
Feedback Seeking ◽  
Classroom Learning ◽  
Learning Mathematics ◽  
Evaluation Anxiety ◽  
And Mathematics ◽  
The Relationship

The aim of this study was to investigate mediating effect of feedback seeking behaviour on the relationship between classroom learning environment and mathematics anxiety. The study sample consisted of 158 students from a selected polytechnic in Malaysia. Questionnaires were used in this study. The results showed that all the variables studied in this study had a mean score values between 4.50 to 5.60 Moreover, the findings also showed that classroom learning environment and feedback seeking behaviour has an influence towards mathematics anxiety. Specifically, based on the result of the data analysis, it can be concluded that feedback seeking behaviour acts as a full mediator towards the relationship between classroom learning environment (lecturer support and involvement) and mathematics anxiety (learning mathematics anxiety and mathematics evaluation anxiety). Findings suggest that the lecturer support and participation on an ongoing basis is very important in overcoming mathematics anxiety.

Fast-Accurate and Slow-Inaccurate Conceptual Tempos: Are They Distinct Groups?

1977 ◽  
Vol 45 (2) ◽  
pp. 643-647
Author(s):  
Jody L. Fitzpatrick ◽  
Gerald D. Parr ◽  
L. G. Butler
Keyword(s):  
Economic Status ◽  
Demographic Variables ◽  
Second Grade ◽  
Future Research ◽  
Socio Economic Status ◽  
Second Grade Students ◽  
Conceptual Tempo

Fast-accurate and slow-inaccurate conceptual tempos were examined for evidence of their relationships to the more common categories of conceptual tempo, impulsive and reflective, on measures of intelligence and achievement and on selected demographic variables. Subjects were 162 second-grade students, one-third of whom were classified as fast-accurate or slow-inaccurate. In contrast to previous research no significant differences were found for ethnicity or socio-economic status. Mixed findings were demonstrated for sex. Fast-accurate and reflective groups tended to score similarly on measures of intelligence and achievement while impulsive and slow-inaccurate subjects grouped at a lower level. Results are discussed in terms of needs for future research on these two modes of conceptual tempo.

scholarly journals RELAÇÃO ENTRE A INTELIGÊNCIA EMOCIONAL E O RENDIMENTO ESCOLAR EM CRIANÇAS DO 1.º CICLO DO ENSINO BÁSICO DA RAM

2016 ◽  
Vol 2 (1) ◽  
pp. 419
Author(s):  
Elisabete Porto Silva ◽  
Glória Franco
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
School Performance ◽  
Economic Status ◽  
Demographic Data ◽  
Socio Economic Status ◽  
Language And Mathematics ◽  
And Mathematics ◽  
The Relationship ◽  
School Retention

Abstract:The growing interest in emotional intelligence has motivated, since the ‘ 90, the development of numerous studies on the topic. One of the approaches of these studies has been the relationship between emotional intelligence and academic achievement, without much agreement on the results (Angelo, 2007; Newsome et al., 2000; O’Connor & Little, 2003; Parker et al.,2004; Parker et al., 2006; Silva & Duarte, 2012) and was developed further this research. The survey was developed with a set de129 individuals of both sexes of RAM (Autonomy Region of Madeira) in order to respond to the questions: is there any relationship between IE, the IE perceived and school performance? Does gender, age, social participation, socio-economic status of parents and school retention influence the IE and the school performance? The instruments used were: A demographic and educational survey where they gathered, in addition to the socio-demographic data, academic performance data as: retention, the notes of the Portuguese language, Mathematics, the Study of the Middle note of calibration tests: Portuguese language and Mathematics; and the Emotional Intelligence survey of Bar-On (Candeias & Rebocho, 2007, Candeias et al., 2008). The results reveal that only some aspects of IE relate to some of the variables of school performance, in particular the classifications to Portuguese and Mathematics.Key-words: Emotional intelligence, school performance.Resumo:O crescente interesse pela Inteligência Emocional tem motivado, desde os anos 90, o desenvolvimento de numerosos estudos sobre o tema. Um dos enfoques desses estudos tem sido a relação entre a Inteligência Emocional e o rendimento escolar, não existindo muita concordância nos resultados (Ângelo, 2007; Newsome et al., 2000; O’Connor & Little, 2003; Parker et al.,2004; Parker et al.,2006; Silva & Duarte, 2012), pelo que se desenvolveu mais esta pesquisa. A pesquisa foi desenvolvida com um conjunto de 129 indivíduos de ambos os sexos da RAM (Região Autónoma da  Madeira), no sentido de dar resposta às questões: Será que existe alguma relação entre a IE, a IE percebida e o rendimento escolar? Será que o género, a idade, o índice de participação social, o estatuto socioeconómico dos pais e a retenção escolar influenciam a IE e o rendimento escolar? Os instrumentos usados foram: um questionário Sociodemográfico e Educativo onde se recolheram, para além dos dados sociodemográficos, os dados do rendimento académico como: a retenção, as notas da Língua Portuguesa, da Matemática, do Estudo do Meio, nota das provas de aferição a: Língua Portuguesa e Matemática; e o questionário de Inteligência Emocional de Bar-On (Candeias & Rebocho,2007, Candeias et al., 2008). Os resultados revelam que apenas alguns aspetos da IE se relacionam com algumas das variáveis do rendimento escolar, nomeadamente as classificações a Português e a Matemática.Palavras-chave: Inteligência emocional, rendimento escolar.

Socio-economic Status and Self-Rated Health Among Older Canadians

2000 ◽  
Vol 19 (4) ◽  
pp. 456-478 ◽  
Author(s):  
John Cairney
Keyword(s):  
Social Structure ◽  
Economic Status ◽  
Mediating Effect ◽  
Self Rated Health ◽  
Socio Economic Status ◽  
Income Adequacy ◽  
The Social ◽  
Survey Results ◽  
Using Data ◽  
The Relationship

ABSTRACTAlthough previous research has examined the various correlates of self-rated health, little attention has been paid to how position in the social structure influences this important measure of health. Drawing upon the social structure and personality perspective, I examine whether the relationship between socio-economic status (income adequacy and education) and self-rated health is mediated by financial stress, self-esteem, mastery, social support, smoking, alcohol consumption and physical activity, using data from the 1994 National Population Health Survey. Results show that almost one-third of the relationship can be explained by the mediating effect of these variables. Income adequacy and education, however, remain significantly related to self-rated health net of these variables. Further research with a broader array of variables related to social position is required to specify the mechanisms connecting socio-economic status and perceived health.

Poverty and Threat Reactivity

2021 ◽  
Author(s):  
Lou Safra ◽  
Coralie Chevallier ◽  
Amine Sijilmassi
Keyword(s):  
Economic Status ◽  
Correlational Study ◽  
Socio Economic Status ◽  
The Relationship

A correlational study to test the relationship between socio-economic status and reactivity to threats.

ECP02-01 - Globalisation and the impact of economic factors on psychiatric disorders

2011 ◽  
Vol 26 (S2) ◽  
pp. 1795-1795
Author(s):  
D. Bhugra
Keyword(s):  
Mental Health ◽  
Cultural Identity ◽  
Economic Status ◽  
Psychiatric Morbidity ◽  
Economic Factors ◽  
Socio Economic Status ◽  
Level Of Economic Development ◽  
Migration Experiences ◽  
The Impact ◽  
The Relationship

IntroductionWith the process of globalisation in full flow, the movement of people and products across the globe has brought a series of difficulties. With migration the socio-economic status of the individuals may change with the likelihood that this status will be lower rather than higher, although depending upon the reasons for migration this may change too.ObjectivesLiterature shows that low socio-economic status is associated with a higher level of psychiatric morbidity.AimsWhether migration acts as a mediator needs to be investigated further.MethodsVarious studies have shown that rates of psychosis are elevated in migrants though these rates are differentially increased in different groups indicating that factors other than migration may be at play.ResultsIn this presentation the literature and link the acculturation and cultural identity with post-migration experiences will be reviewed.ConclusionA link exists between the perceptions within cultures and level of economic development of what constitutes mental health. The state of advancement of mental health services of a country will certainly have a large impact on prevalence rates. Further investigation should be carried out to examine in greater depth the relationship between social inequality and disorder prevalence, as distinct from income inequality.

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