Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school

School-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st and 2nd graders’ (N = 634) math achievement, motivational frameworks, and math anxiety 2 times, 6 months...