Author/s: Elizabeth A. GundersonDaeun ParkErin A. MaloneySian L. BeilockSusan C. LevineYear of Publication: 2018URL: https://doi.org/10.1080/15248372.2017.1421538School-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 apart. Cross-lagged path analyses showed reciprocal relations between math anxiety and math achievement and between motivational frameworks and math achievement. Entity motivational frameworks predicted higher math anxiety. High math achievement was a particularly strong predictor of lower math anxiety and less entity-oriented motivational frameworks. We concluded that reciprocal effects are already present in the first 2 years of formal schooling, with math achievement and attitudes feeding off one another to produce either a vicious or virtuous cycle. Improving both math performance and math attitudes may set children onto a long-lasting, positive trajectory in math. APA Citation: Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L. & Levine, S. C. (2018) Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 19:1, 21-46. doi: 10.1080/15248372.2017.1421538 Topic: Mathematics AchievementMathematics Anxiety