Effects of math anxiety and perfectionism on timed versus untimed math testing in mathematically gifted sixth graders |
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| Authors: | Joanne M. Tsui Michèle M. M. Mazzocco |
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| Affiliation: | 1. E-mail: joannet@jhu.edu;2. Associate Professor, Psychiatry and Behavioral Sciences , Johns Hopkins School of Medicine;3. Associate Professor of Population and Family Health Sciences , Johns Hopkins Bloomberg School of Public Health , 3825 Greenspring Avenge, Painter Bldg. Top Floor, Baltimore, MD, 21211 E-mail: mazzocco@kennedykrieger.org |
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| Abstract: | This study was designed to examine the effects of math anxiety and perfectionism on math performance, under timed testing conditions, among mathematically gifted sixth graders. We found that participants had worse math performance during timed versus untimed testing, but this difference was statistically significant only when the timed condition preceded the untimed condition. We also found that children with higher levels of either math anxiety or perfectionism had a smaller performance discrepancy during timed versus untimed testing, relative to children with lower levels of math anxiety or perfectionism. There were no statistically significant gender differences in overall test performance, nor in levels of math anxiety or perfectionism; however, the difference between performance on timed and untimed math testing was statistically significant for girls, but not for boys. Implications for educators are discussed. |
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