Math anxiety and math performance in children
The mediating roles of working memory and math self-concept
Bibliographic Data
| ID | 5265285 |
|---|---|
| Authors | M José Justicia‐galiano (0000-0002-9503-5411, Department of Psychology University of Jaén Spain), M Eva Martín‐puga (0000-0002-5763-4069, Department of Psychology University of Jaén Spain), Rocío Linares (0000-0002-9031-2176, Department of Psychology University of Jaén Spain), Santiago Pelegrina (0000-0002-4441-8965, Department of Psychology University of Jaén Spain, corresponding author) |
| Year | 2017 |
| Volume | 87 |
| Issue | 4 |
| Pages | 573-589 |
| Publication date | 2017-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12165 |
| PMID | 28561304 |
| OpenAlex | W2617669667 |
| Language | EN |
| Citations received | 34 |
| References cited | 60 |
BackgroundNumerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation.AimsThis study aimed to investigate the role of two possible mediational mechanisms between math anxiety and math performance. Specifically, we sought to test the simultaneous mediating role of working memory and math self-concept.SampleA total of 167 children aged 8-12 years participated in this study.MethodsChildren completed a set of questionnaires used to assess math and trait anxiety, math self-concept as well as measures of math fluency and math problem-solving. Teachers were asked to rate each student's math achievement. As measures of working memory, two backward span tasks were administered to the children.ResultsA series of multiple mediation analyses were conducted. Results indicated that both mediators (working memory and math self-concept) contributed to explaining the relationship between math anxiety and math achievement.ConclusionsResults suggest that working memory and self-concept could be worth considering when designing interventions aimed at helping students with math anxiety. Longitudinal designs could also be used to better understand the mediational mechanisms that may explain the relationship between math anxiety and math performance
Anxiety · Cognition · Cognitive psychology · Developmental psychology · Mathematical anxiety · Mathematics education · Working memory · Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes · Education, Achievement, and Giftedness · Psychology · Psychometric Methodologies and Testing
How to measure math anxiety in young children? Psychometric properties of the modified Abbreviated Math Anxiety Scale for Elementary Children (mAmas-E)
The Relation Between Mathematics Anxiety and Mathematics Performance Among School-Aged Students
The Relationship Between Math Anxiety and Math Performance
Respiratory Sinus Arrhythmia Mediates the Relation Between “Specific Math Anxiety” and Arithmetic Speed
Affective and cognitive factors associated with Chinese and Italian children’s arithmetic performance
Understanding Pride and Anxiety in Writing
Comparative analysis of students’ emotional and motivational profiles in mathematics in grades 1–6
Fostering Reflection and Attention to Enhance Struggling Students’ Mathematical Problem Solving—A Case Study
The relationship betweens math anxiety and arithmetic reasoning
Relationships among problematic smartphone use, mathematics anxiety, learning interest, and achievement
The interplay between ego-resiliency, math anxiety and working memory in math achievement
Attentional bias and math avoidance
Developmental relations between mathematics anxiety, symbolic numerical magnitude processing and arithmetic skills from first to second grade
How does the modern home environment impact children's mathematics knowledge? Evidence from Canadian elementary children's digital home numeracy practice (DHNP)
From perceived competence to emotion regulation
Improving math self-efficacy and math self-concept in middle school
The longitudinal role of mathematics anxiety in mathematics development
Does mathematics anxiety moderate the effect of problem difficulty on cognitive effort
Math Anxiety and Its Relations to Arithmetic Fluency and Number Processing
The role of math anxiety in the relationship between approximate number system and math performance in young children
On the different effects of teacher–student rapport on urban and rural students' math learning in China
The Abbreviated Math Anxiety Scale ( Amas )
State- and trait-math anxiety and their relation to math performance in children
General academic anxiety and math anxiety in primary school. The impact of math anxiety on calculation skills
Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance
Mathematics self-concept moderates the relation between cognitive functions and mathematical skills in primary school children
The link between math anxiety and performance does not depend on working memory
Development of children’s math attitudes
Arithmetic Proficiency Across Adulthood
Does maths self-concept mediate the relation between instructional approaches and students’ maths achievement? Evidence from the U.S. TIMSS 2015 data
Anxiety and verbal learning in typically developing primary school children
Mathematics anxiety, trait emotional intelligence, and self‐concept
Learning a new geometric concept
The impact of math anxiety and self-efficacy in middle school STEM choices
New perspectives in attentional control theory
A meta-analysis of mathematics and working memory
A multidimensional, hierarchical model of self-concept
Working Memory
The Nature, Effects, and Relief of Mathematics Anxiety
The Abbreviated Math Anxiety Scale (Amas)
Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective
Anxiety and cognitive performance
Working memory, math performance, and math anxiety
Do Self-Concept Interventions Make a Difference? A Synergistic Blend of Construct Validation and Meta-Analysis
Anxiety and Performance
The Mathematics Anxiety Rating Scale
A Meta-Analysis of the Relationship between Anxiety toward Mathematics and Achievement in Mathematics
Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics.
Mathematics Anxiety and the Affective Drop in Performance
Anxiety and depression in academic performance
Self-concept and academic achievement
Mathematics Anxiety
The relationships among working memory, math anxiety, and performance.
Maths anxiety in primary and secondary school students
Does stereotype threat influence performance of girls in stereotyped domains? A meta-analysis
Self-Efficacy
Math Anxiety, Working Memory, and Math Achievement in Early Elementary School
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
Mediation Analysis
Expectancy–Value Theory of Achievement Motivation
Confirmatory Factor Analysis Of The Math Anxiety Rating Scale–Revised
An examination of stereotype threat effects on girls’ mathematics performance
The moderator–mediator variable distinction in social psychological research
The moderator-mediator variable distinction in social psychological research
A threat in the air
Relations among competence beliefs, utility value, achievement goals, and effort in mathematics
Academic self-concept and academic achievement
Does low self-esteem predict depression and anxiety? A meta-analysis of longitudinal studies
| Unique citing works | 34 |
|---|---|
| Citations per year | 4,86 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 33 |