Irene C Mammarella
Biographic Data
| ID | 6251833 |
|---|---|
| NAME | Irene C Mammarella |
| GIVEN NAMES | Irene C |
| FAMILY NAME | Mammarella |
| SIGNATURE | MAMMARELLA I C |
| AFFILIATIONS | University of Padua |
| ORCID | 0000-0002-6986-4793 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Cognitive and Affective-Emotional Factors in Math Achievement
In this study, we aimed to investigate the cognitive and affective-emotional factors underlying math achievement in a sample of 169 Japanese elementary school children. Using structural equation modeling, we examined the contributions of fluid and crystallized intelligence, verbal and spatial working memory, and affective-emotional variables, including general anxiety, test anxiety, math anxiety, and math self-efficacy. We found intelligence to b…
The role of emotional competence in youth sharing during positive and negative interactions with unfamiliar peers
Sharing is a key aspect of social lives and varies across social interactions, yet the individual factors underlying children's sharing with unfamiliar peers remain poorly understood. This study examines the extent to which demographic variables, prior established relationships (as measured by sociometric status among classmates), and emotional competence (specifically emotion understanding, which includes emotional state, emotion recognition, an…
The Abbreviated Math Anxiety Scale ( Amas )
Math anxiety negatively affects math performance and future career choices in math‐related fields. Various tools assess math anxiety, but the Abbreviated Math Anxiety Scale (AMAS) is noteworthy for its ease of administration and good psychometric properties. This study evaluates the AMAS's applicability and utility in a sample of approximately 170 Japanese elementary‐school children. Findings indicate that the Japanese version of the AMAS has ver…
Parenting stress in autism
Affective and cognitive factors associated with Chinese and Italian children’s arithmetic performance
Chinese children outperformed their Italian peers in the exact arithmetic task, likely due to the greater emphasis on arithmetic fluency in Chinese mathematics education, both in schools and at home. They also had a slight advantage than Italian peers in the arithmetic estimation task. The unique link between updating and arithmetic estimation found in Chinese children but not Italian children suggests that, although arithmetic estimation is not …
Inhibitory Control, Social Cognition, and Peer Social Competence among Children with and without a Migration Background in Italy
Executive functions and social cognition (i.e., the mental operations that underlie social interaction) are essential for children’s successful interactions, yet their role in peer social competence among children with and without a migration background is still underexplored. This study investigated the influence of inhibitory control and two domains of social cognition (theory of mind and facial emotion recognition) on children’s peer social co…
The relationship betweens math anxiety and arithmetic reasoning
The complex interplay between cognitive and emotional factors at the base of maths achievement started to be evaluated and quantified in the last few years. Only a few studies, anyway, examine at the same time, the role of working memory (visuospatial and verbal subsystem) and maths anxiety together with self-competence, on maths attainment. To investigate the specific link between these three factors, in a large developmental sample, we enrol 33…
Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance
Various studies have highlighted the important influence of math ability in a numerate society. In this study, we investigated the influence of emotional (math anxiety and math enjoyment) and cognitive-motivational (math self-efficacy) factors on math performance. Participants were 145 fifth-grade students (84 boys and 61 girls). The results showed that math performance was negatively correlated with math anxiety and positively correlated with ma…
Comprehension of explicit and implicit information in prereaders
Listening narrative comprehension is a complex process that requires the processing of explicit (i.e., information presented in the text) and implicit information (i.e., information inferable from the text) and involves several linguistic and cognitive skills. However, the specific role of these skills in children's comprehension remains unclear. This study investigated the contribution of maternal education, receptive vocabulary, executive funct…
Parental experiences of homeschooling during the Covid-19 pandemic
The aim of the present study was to examine parental experiences of homeschooling during the COVID-19 pandemic in families with or without a child with a mental health condition across Europe. The study included 6720 parents recruited through schools, patient organizations and social media platforms (2002 parents with a child with a mental health condition and 4718 without) from seven European countries: the UK ( n = 508), Sweden ( n = 1436), Spa…
Research Review
Callous–Unemotional Traits and Intelligence in Children with Externalizing Behavioral Problems
Research on the association between callous-unemotional (CU) traits and intelligence yielded contradictory results. Moreover, several previous studies focused on global intelligence scores or verbal vs. nonverbal/performance abilities usually evaluated with short/abbreviated instruments. The current study builds on these previous works and explores the link between CU traits and intelligence using the full version of the Wechsler Intelligence Sca…
Externalizing and Internalizing Behaviors in Children with ADHD during Lockdown for Covid-19
Lockdown experience for COVID-19 pandemic significantly affected children and adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) exacerbating or promoting the onset of externalizing and internalizing symptoms. However, few studies have considered how externalizing and internalizing behaviors changed in relation to parental emotions and parenting strategies. In the present study, 992 caregivers of children and adolescents with ADHD f…
Parental stress during Covid-19
No evidence for a core deficit in developmental dyscalculia or mathematical learning disabilities
BACKGROUND: Two hypotheses were tested regarding the characteristics of children with mathematical learning disabilities (MLD): (a) that children with MLD would have a 'core deficit' in basic number processing skills; and (b) that children with MLD would be at the end of a developmental continuum and have impairments in many cognitive skills. METHODS: From a large sample (N = 1,303) of typically developing children, we selected a group definable …
Distance Learning Effects Among Italian Children and Parents During Covid-19 Related School Lockdown
Background: During the COVID-19 pandemic, both children and their parents experienced consequences related to distance learning (DL). However, positive and negative effects have varied greatly among families, and the specific factors explaining these differences in experiences are still underexplored. In this study, we examined children's executive functions (EF) and parents' psychological well-being in relation to negative and positive effects o…
Maths anxiety in primary and secondary school students
No prominent works on this page.
Maths anxiety in primary and secondary school students
Parental stress during Covid-19
No evidence for a core deficit in developmental dyscalculia or mathematical learning disabilities
BACKGROUND: Two hypotheses were tested regarding the characteristics of children with mathematical learning disabilities (MLD): (a) that children with MLD would have a 'core deficit' in basic number processing skills; and (b) that children with MLD would be at the end of a developmental continuum and have impairments in many cognitive skills. METHODS: From a large sample (N = 1,303) of typically developing children, we selected a group definable …
Distance Learning Effects Among Italian Children and Parents During Covid-19 Related School Lockdown
Background: During the COVID-19 pandemic, both children and their parents experienced consequences related to distance learning (DL). However, positive and negative effects have varied greatly among families, and the specific factors explaining these differences in experiences are still underexplored. In this study, we examined children's executive functions (EF) and parents' psychological well-being in relation to negative and positive effects o…
Parental experiences of homeschooling during the Covid-19 pandemic
The aim of the present study was to examine parental experiences of homeschooling during the COVID-19 pandemic in families with or without a child with a mental health condition across Europe. The study included 6720 parents recruited through schools, patient organizations and social media platforms (2002 parents with a child with a mental health condition and 4718 without) from seven European countries: the UK ( n = 508), Sweden ( n = 1436), Spa…
Research Review
Callous–Unemotional Traits and Intelligence in Children with Externalizing Behavioral Problems
Research on the association between callous-unemotional (CU) traits and intelligence yielded contradictory results. Moreover, several previous studies focused on global intelligence scores or verbal vs. nonverbal/performance abilities usually evaluated with short/abbreviated instruments. The current study builds on these previous works and explores the link between CU traits and intelligence using the full version of the Wechsler Intelligence Sca…
Externalizing and Internalizing Behaviors in Children with ADHD during Lockdown for Covid-19
Lockdown experience for COVID-19 pandemic significantly affected children and adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) exacerbating or promoting the onset of externalizing and internalizing symptoms. However, few studies have considered how externalizing and internalizing behaviors changed in relation to parental emotions and parenting strategies. In the present study, 992 caregivers of children and adolescents with ADHD f…
Inhibitory Control, Social Cognition, and Peer Social Competence among Children with and without a Migration Background in Italy
Executive functions and social cognition (i.e., the mental operations that underlie social interaction) are essential for children’s successful interactions, yet their role in peer social competence among children with and without a migration background is still underexplored. This study investigated the influence of inhibitory control and two domains of social cognition (theory of mind and facial emotion recognition) on children’s peer social co…
The relationship betweens math anxiety and arithmetic reasoning
The complex interplay between cognitive and emotional factors at the base of maths achievement started to be evaluated and quantified in the last few years. Only a few studies, anyway, examine at the same time, the role of working memory (visuospatial and verbal subsystem) and maths anxiety together with self-competence, on maths attainment. To investigate the specific link between these three factors, in a large developmental sample, we enrol 33…
Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance
Various studies have highlighted the important influence of math ability in a numerate society. In this study, we investigated the influence of emotional (math anxiety and math enjoyment) and cognitive-motivational (math self-efficacy) factors on math performance. Participants were 145 fifth-grade students (84 boys and 61 girls). The results showed that math performance was negatively correlated with math anxiety and positively correlated with ma…
Comprehension of explicit and implicit information in prereaders
Listening narrative comprehension is a complex process that requires the processing of explicit (i.e., information presented in the text) and implicit information (i.e., information inferable from the text) and involves several linguistic and cognitive skills. However, the specific role of these skills in children's comprehension remains unclear. This study investigated the contribution of maternal education, receptive vocabulary, executive funct…
Parenting stress in autism
Affective and cognitive factors associated with Chinese and Italian children’s arithmetic performance
Chinese children outperformed their Italian peers in the exact arithmetic task, likely due to the greater emphasis on arithmetic fluency in Chinese mathematics education, both in schools and at home. They also had a slight advantage than Italian peers in the arithmetic estimation task. The unique link between updating and arithmetic estimation found in Chinese children but not Italian children suggests that, although arithmetic estimation is not …
The Abbreviated Math Anxiety Scale ( Amas )
Math anxiety negatively affects math performance and future career choices in math‐related fields. Various tools assess math anxiety, but the Abbreviated Math Anxiety Scale (AMAS) is noteworthy for its ease of administration and good psychometric properties. This study evaluates the AMAS's applicability and utility in a sample of approximately 170 Japanese elementary‐school children. Findings indicate that the Japanese version of the AMAS has ver…
Cognitive and Affective-Emotional Factors in Math Achievement
In this study, we aimed to investigate the cognitive and affective-emotional factors underlying math achievement in a sample of 169 Japanese elementary school children. Using structural equation modeling, we examined the contributions of fluid and crystallized intelligence, verbal and spatial working memory, and affective-emotional variables, including general anxiety, test anxiety, math anxiety, and math self-efficacy. We found intelligence to b…
The role of emotional competence in youth sharing during positive and negative interactions with unfamiliar peers
Sharing is a key aspect of social lives and varies across social interactions, yet the individual factors underlying children's sharing with unfamiliar peers remain poorly understood. This study examines the extent to which demographic variables, prior established relationships (as measured by sociometric status among classmates), and emotional competence (specifically emotion understanding, which includes emotional state, emotion recognition, an…
Psychology (14 works) · Developmental psychology (12 works) · Cognition (7 works) · Anxiety (6 works) · Clinical Psychology (6 works) · Education, Achievement, and Giftedness (6 works) · Medicine (6 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Mathematical anxiety (5 works) · Cognitive psychology (4 works)