Math and literacy anxiety, students’ achievement, and expectancy effects

Published: 16 November 2021| Version 1 | DOI: 10.17632/svbzzxkynn.1
Contributor:
Sławomir Trusz

Description

The data gathered in the study (2020-2021) concerning the direct and indirect effects of parents' and teachers' expectancies on students' math and literacy achievement. Indirect paths involved (1) students' math and literacy anxiety, (2) students' self-expectancies, and (2) students' marks in math and literacy.

Files

Steps to reproduce

The file "SampleN468" concerned students' math achievement. The data after elimination of outliners and imputation of missing values. The file "SampleN461" concerned students' literacy achievement. The data after elimination of outliners and imputation of missing values. The file "SampleN479" concerned students' math and literacy achievement. The data before elimination of outliners. The data were collected using questionnaire measurement and analyzed using the SEM technique (IBM AMOS 25). The study tested two structural models. The first one concerned students' math achievement and involved (1) antecedent variable (teachers' and parents' expectancies on students' math achievement, (2) mediators (students' self-expectancies, their math anxiety, and math marks), consequent variable (students' matriculation math test scores). The second one concerned students' literacy achievement and involved the same variables in the analog configuration.

Institutions

Uniwersytet Pedagogiczny im Komisji Edukacji Narodowej w Krakowie

Categories

Educational Psychology, Social Psychology, Education, Emotion

License