Antecedents of science anxiety in elementary school

Based on the control-value theory of achievement emotions, the study examines elementary school students' science performance and control-value beliefs (self-concept, intrinsic and achievement value) as antecedents of their cognitive (worry) and affective (nervousness) science anxiety. Performa...

Full description

Saved in:
Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 2021-05, Vol.114 (3), p.263-277
Main Author: Henschel, Sofie
Format: Article
Language:English
Subjects:
Antecedents
Anxiety
Beliefs
control-value theory
Correlation
elementary school
Elementary School Science
Elementary School Students
Foreign Countries
Gender Differences
Grade 3
Science
Science Achievement
Science Instruction
Self Concept
Stereotypes
Student Attitudes
Value Judgment
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Based on the control-value theory of achievement emotions, the study examines elementary school students' science performance and control-value beliefs (self-concept, intrinsic and achievement value) as antecedents of their cognitive (worry) and affective (nervousness) science anxiety. Performance in the science topic "floating and sinking" was assessed and self-reported data on control-value beliefs and worry and nervousness about science were collected from 370 students at three time points during third grade. Results from structural equation modeling support the control-value theory and show that self-concept completely mediated the negative effect of prior science performance on both anxiety components. By contrast, value beliefs did not function as mediators and only achievement value positively predicted nervousness and worry, whereas no effect of intrinsic value was observed. Results are invariant across gender and indicate stereotypical mean differences in science anxiety components that were not due to differences in the predictor variables.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.2021.1922989