arithmetic performance; mathematics anxiety; mathematics self-concept; primary school teachers; university students; Psychology (miscellaneous)
Abstract :
[en] Although the mathematics anxiety-performance link has been extensively studied, its interplay with other emotional and attitude constructs is still unclear. The present dataset includes measures of mathematics anxiety and arithmetic performance alongside different types of anxiety (i.e., state, test, general anxiety and neuroticism), attitudes towards mathematics (i.e., mathematics self-concept, mathematics self-efficacy and mathematics-gender stereotype endorsement), and math-unrelated constructs among university students (N = 848) and primary school teachers (N = 258) from Germany and Belgium. The data is accessible in the Open Science Framework (https://osf.io/gszpb/).
Disciplines :
Neurosciences & behavior
Author, co-author :
Cipora, Krzysztof ; Centre for Mathematical Cognition, Loughborough University, Loughborough, United Kingdom ; University of Tuebingen, Germany
Lunardon, Maristella ; International School for Advanced Studies (SISSA), IT
MASSON, Nicolas ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences > Department of Behavioural and Cognitive Sciences > Team Christine SCHILTZ ; UniversitéCatholique de Louvain, Louvain-la-Neuve, Belgium
Nuerk, Hans-Christoph ; Department of Psychology, University of Tuebingen, Tuebingen, Germany ; LEAD Graduate School and Research Network, University of Tuebingen, Tuebingen, Germany
Artemenko, Christina ; Department of Psychology, University of Tuebingen, Tuebingen, Germany ; German Center of Mental Health, Section Tuebingen, Tuebingen, Germany
External co-authors :
yes
Language :
English
Title :
The AMATUS Dataset: Arithmetic Performance, Mathematics Anxiety and Attitudes in Primary School Teachers and University Students.
CA, KC, and HCN are members of the LEAD Graduate School & Research Network [GSC1028], and HCN is furthermore a member of the German Center of Mental Health, Section Tuebingen. NM was supported by a fellowship of Teach@Tuebingen, both of which are funded within the framework of the Excellence Initiative of the German federal and state governments. NM was further funded by grants from the National Research Fund of Luxembourg (FNR, Luxembourg) [FNR-INTER/FNRS/17/1178524] and from the Fonds National de la Recherche Scientifique (FRS-FNRS, Belgium) [PDR-T.0047.18 and 1.B303.21]. CA was further supported by the Tuebingen Postdoc Academy for Research on Education (PACE), by the Ministry of Science, Research and the Arts Baden-Wuerttemberg and the European Social Fund, and by the German Research Foundation (DFG; grant number: 468460838, AR 1500/1-1; grant number: 513458453, AR 1500/2-1). KC is supported by the UKRI Economic and Social Research Council (grant number ES/W002914/1).We acknowledge support from the Open Access Publication Fund of the University of Tuebingen.
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