Hi everyone, remember me for your writings. Here's a sample of my writing. Wigfield & Meece (1988) found that worry component was more strongly and positively allied with the children’s attachment to math and their reported actual effort in the subject than the affective component. On the other hand, girls reported stronger negative affective responses to math than the boys. The ninth graders were put up with the most worry about math and 6th graders the least. (p. 210). In addition to the aforementioned findings, the authors discussed that the different components of math anxiety can be distinguished and the two components of math anxiety coined through CFA were consistent with the test analysis by other researchers. The correlation result suggested there was some overlap in the two components due to fact that their worry about performing poorly in front of teachers loaded on the negative affective, reactions scale, however, CFA provided some convincing evidence that distinguishes affective and cognitive components of anxiety. The result also suggested that the math anxiety should be conceptually distinguished from math ability. In conclusion, Wigfield & Meece (1988) showed that cognitive and affective components of math anxiety can be identified and related to students’ perceptions of math ability, valuing of math and, math performance. They approbate the next researches should examine the antecedents of affective and cognitive components of math anxiety in the home and school environments to seek even better understanding of their developmental course of orientation. The authors also advocate that the two components of math anxiety can be identified in younger elementary students because majority of anxiety area has focused on the relation of anxiety, perceptions of ability, and performance and, hence it requires further investigation into links between math anxiety, math values, math performance, and continued participation in math would make a significant contribution in the area of math anxiety. Furthermore, Wigfield & Meece (1988) suggest that intervention program should be employed in order to alleviate the negative effects of math anxiety by taking into account the both; affective and cognitive aspects. It has been further recommended that these programs should be implemented during the elementary school years, before children’s anxiety about math becomes well – shaped.