Charlotte Larmuseau
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Research Interests
Charlotte Larmuseau has a total of 3 co-authors. Here are the top co-authors by number of shared publications:
- Brenda R. J. Jansen
Department of Developmental Psychology, Faculty of Social and Behavioural Sciences, University of Amsterdam, Nieuwe Achtergracht 129, 1018 VZ Amsterdam, The Netherlands
1 shared publication - Delphine Sasanguie
Research Centre for Learning in Diversity, HOGENT, 9000 Ghent, Belgium
1 shared publication - Fien Depaepe
KU Leuven, Centre for Instructional Psychology and Technology ‐ itec, imec research group, Kortrijk, Belgium
1 shared publication
Latest Publications
- Open Access
- 29 January 2024
- Published by MDPI AG in Journal of Intelligence
- Vol. 12 (2) , 14
Anxiety about Mathematics and Reading in Preadolescents Is Domain-Specific
It was investigated whether test anxiety (TA), mathematics anxiety (MA), and reading anxiety (RA) can be traced back to some type of general academic anxiety or whether these are separable. A total of 776 fifth graders (Mage = 10.9 years) completed questionnaires on TA, MA, and RA, as well as a mathematics test. Also, mathematics and reading performance results from the National Tracking System were requested. The sample was randomly split into two halves. Confirmatory factor analyses showed that a three-factor model (factors: TA, MA, RA) had superior model fit compared with a one-factor model (factor: “Academic anxiety”), in both halves. The resulting anxiety factors were related to math performance measures using structural equation models. A scarcity of data on reading performance prevented the analysis of links between anxiety and reading performance. Anxiety–math performance relations were stronger for MA than for TA and MA. We concluded that TA, MA, and RA are separable constructs.
- 29 January 2024
- Published by MDPI AG in Journal of Intelligence
- Vol. 12 (2) , 14
Open AccessAnxiety about Mathematics and Reading in Preadolescents Is Domain-Specific
It was investigated whether test anxiety (TA), mathematics anxiety (MA), and reading anxiety (RA) can be traced back to some type of general academic anxiety or whether these are separable. A total of 776 fifth graders (Mage = 10.9 years) completed questionnaires on TA, MA, and RA, as well as a mathematics test. Also, mathematics and reading performance results from the National Tracking System were requested. The sample was randomly split into two halves. Confirmatory factor analyses showed that a three-factor model (factors: TA, MA, RA) had superior model fit compared with a one-factor model (factor: “Academic anxiety”), in both halves. The resulting anxiety factors were related to math performance measures using structural equation models. A scarcity of data on reading performance prevented the analysis of links between anxiety and reading performance. Anxiety–math performance relations were stronger for MA than for TA and MA. We concluded that TA, MA, and RA are separable constructs.