TY - JOUR

T1 - Effects of early acceleration of students in mathematics on attitudes toward mathematics and mathematics anxiety

AU - Ma, Xin

PY - 2003

Y1 - 2003

N2 - This study examined the effects of early acceleration of students in mathematics on the development of their attitudes toward mathematics and mathematics anxiety across junior and senior high school. Data were derived from the Longitudinal Study of American Youth (LSAY). Hierarchical linear modeling (HLM) analyses showed that attitudes declined in the same degree between accelerated and nonaccelerated gifted and honors students, but declined significantly faster in accelerated than nonaccelerated regular students. Accelerated gifted students did not increase their anxiety. Anxiety grew at a similar rate between accelerated and nonaccelerated honors students, but accelerated regular students increased their anxiety significantly faster than nonaccelerated regular students. Once students were accelerated, most variation in rates of attitude and anxiety change was at the student rather than school level. Racial/ethnic background was the most important factor influencing rate of change at the student level. School contextual characteristics were major factors influencing rate of change at the school level.

AB - This study examined the effects of early acceleration of students in mathematics on the development of their attitudes toward mathematics and mathematics anxiety across junior and senior high school. Data were derived from the Longitudinal Study of American Youth (LSAY). Hierarchical linear modeling (HLM) analyses showed that attitudes declined in the same degree between accelerated and nonaccelerated gifted and honors students, but declined significantly faster in accelerated than nonaccelerated regular students. Accelerated gifted students did not increase their anxiety. Anxiety grew at a similar rate between accelerated and nonaccelerated honors students, but accelerated regular students increased their anxiety significantly faster than nonaccelerated regular students. Once students were accelerated, most variation in rates of attitude and anxiety change was at the student rather than school level. Racial/ethnic background was the most important factor influencing rate of change at the student level. School contextual characteristics were major factors influencing rate of change at the school level.

UR - http://www.scopus.com/inward/record.url?scp=0042156717&partnerID=8YFLogxK

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U2 - 10.1111/1467-9620.00246

DO - 10.1111/1467-9620.00246

M3 - Article

AN - SCOPUS:0042156717

SN - 0161-4681

VL - 105

SP - 438

EP - 464

JO - Teachers College Record

JF - Teachers College Record

IS - 3

ER -