TrickettEtAl_PretermMathsAnxiety_JDBP.pdf (423.65 kB)
No excess of mathematics anxiety in adolescents born very preterm
journal contribution
posted on 2020-09-25, 08:08 authored by Jayne Trickett, Camilla GilmoreCamilla Gilmore, Lucy Cragg, Sarah Clayton, Neil Marlow, Victoria Simms, Rebecca Spong, Samantha JohnsonObjective:
To assess whether adolescents born very preterm (VP; <32 weeks’ gestation) have an excess
of mathematics anxiety compared with their classmates born at term.
Methods: This cohort study included 127 adolescents born VP (51% male, mean age 13.9 years, SD 0.7) and 95 term-born classmates (56% male, mean age 13.7 years, SD 0.7) who completed the Wechsler Individual Achievement Test 2 nd UK Edition and the Mathematics Anxiety Scale-UK at age 11-15 years. Self-reported trait anxiety was assessed using a composite of three items from the Strengths and Difficulties Questionnaire.
Results: Adolescents born VP had significantly poorer mathematics attainment than adolescents born at term (difference in means: -0.64 SD; 95% CI -0.95, -0.34). However, there were no between-group differences in self-reported mathematics anxiety or trait anxiety. There were significant moderate associations between mathematics anxiety and mathematics attainment for adolescents born VP (rho: -.44) and at term (rho:-.52), after controlling for trait anxiety.
Conclusion: Adolescents born VP do not have heightened mathematics anxiety compared with their termborn classmates, despite poorer attainment in mathematics. Improving domain-general cognitive skills and scaffolding learning in the classroom may be more promising avenues for intervention than attempting to reduce mathematics anxiety
Methods: This cohort study included 127 adolescents born VP (51% male, mean age 13.9 years, SD 0.7) and 95 term-born classmates (56% male, mean age 13.7 years, SD 0.7) who completed the Wechsler Individual Achievement Test 2 nd UK Edition and the Mathematics Anxiety Scale-UK at age 11-15 years. Self-reported trait anxiety was assessed using a composite of three items from the Strengths and Difficulties Questionnaire.
Results: Adolescents born VP had significantly poorer mathematics attainment than adolescents born at term (difference in means: -0.64 SD; 95% CI -0.95, -0.34). However, there were no between-group differences in self-reported mathematics anxiety or trait anxiety. There were significant moderate associations between mathematics anxiety and mathematics attainment for adolescents born VP (rho: -.44) and at term (rho:-.52), after controlling for trait anxiety.
Conclusion: Adolescents born VP do not have heightened mathematics anxiety compared with their termborn classmates, despite poorer attainment in mathematics. Improving domain-general cognitive skills and scaffolding learning in the classroom may be more promising avenues for intervention than attempting to reduce mathematics anxiety
Funding
Action Medical Research (Ref: GN2311) project grant
History
School
- Science
Department
- Mathematics Education Centre
Published in
Journal of Developmental and Behavioral PediatricsVolume
42Issue
3Pages
220 - 226Publisher
Lippincott, Williams & WilkinsVersion
- AM (Accepted Manuscript)
Rights holder
© Wolters Kluwer Health, Inc.Publisher statement
This paper was accepted for publication in the journal Journal of Developmental and Behavioral Pediatrics and the definitive published version is available at https://doi.org/10.1097/DBP.0000000000000884.Acceptance date
2020-09-19Publication date
2020-11-02Copyright date
2020ISSN
0196-206XeISSN
1536-7312Publisher version
Language
- en
Depositor
Prof Camilla Gilmore. Deposit date: 24 September 2020Usage metrics
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