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http://dx.doi.org/10.7468/mathedu.2022.61.2.359

A study on longitudinal relationship with academic stress, math self-efficacy, and math class engagement : Using auto regressive cross-lagged model  

Song, Hyo seob (Sungkyunkwan University)
Jung, Hee sun (Sungkyunkwan University)
Publication Information
The Mathematical Education / v.61, no.2, 2022 , pp. 359-373 More about this Journal
Abstract
This study aims to examine the differences in the longitudinal relationship between academic stress, mathematics self-efficacy, and engagement in mathematics class according to the math achievement level. According to the results, academic stress, math self-efficacy, and math class engagement were stable over time for the high and low groups. Also, In the high group, math self-efficacy had a negative longitudinal mediation effect in the influence of academic stress to math class engagement. Whereas, in the low group math class engagement had a positive longitudinal mediation effect in the influence of academic stress to math self-efficacy. This means that the academic stress affects differently according to the math achievement level, and mathematics teachers should reflect these results in their teaching/learning strategies so that students can increase their mathematics self-efficacy along with their engagement in mathematics classes.
Keywords
academic stress; math self-efficacy; math class engagement; auto regressive cross-lagged model; multigroup analysis; GEPS;
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