Students who are highly anxious about mathematics-related activities generally exhibit lower mathematics achievement and motivation compared to their less anxious counterparts. Despite negative implications of mathematics anxiety (MA) on mathematics learning, there is a paucity of research examining how MA develops over time. Using the Longitudinal Study of American Youth dataset (N = 3116), the present study investigated two main questions regarding the development of MA in secondary school: (1) Is the development of MA characterized by a heterogeneous subset of growth trajectories? (2) How are time-varying personal and environmental factors (e.g., mathematics achievement; perceptions of math teachers) related to specific MA growth trajectories? Student MA was repeatedly assessed in six annual waves spanning across middle and high school. Using growth mixture modeling, we identified four growth trajectories of MA: (1) The non-anxious group that exhibited chronically low MA; (2) The highly anxious group which displayed moderately high MA over time; (3) The resilient group that exhibited high initial MA that steadily decreased over time; and (4) The vulnerable group that reported low initial MA that drastically increased over time. In addition, significant differences in the development of mathematics achievement, personality hardiness, and perceptions of mathematics teachers were found in these four MA groups. Findings highlight heterogeneity in the development of MA, identify middle school as a critical period for MA development, and emphasize the importance of examining developmental changes in cognitive, personality, and environmental factors to help clarify distinct MA trajectories across middle and high school.

与数学相关活动相比，对数学相关活动高度焦虑的学生通常表现出较低的数学成就和动力。尽管数学焦虑（MA）对数学学习有负面影响，但很少有研究研究MA随时间的发展。使用美国青年纵向数据集（N = 3116），本研究调查了有关中学MA发展的两个主要问题：（1）MA的发展是否具有不同的增长轨迹子集？（2）随时间变化的个人和环境因素（例如，数学成就，数学老师的看法）与特定的MA增长轨迹有何关系？在横跨中学和高中的六次年度评估中，反复对学生MA进行了评估。表现出长期低MA的非焦虑人群；（2）高度焦虑的人，随着时间的推移表现出中等程度的高MA；（3）具有较高初始MA的弹性基团，随着时间的推移稳定下降；（4）弱势群体报告初始MA较低且随时间急剧增加的小组。此外，在这四个MA组中，在数学成就的发展，人格坚韧和对数学老师的看法方面存在显着差异。研究结果突显了MA发展过程中的异质性，确定了中学是MA发展的关键时期，并强调了研究认知，人格和环境因素发展变化的重要性，以帮助弄清初中和高中不同的MA轨迹。