Math anxiety and math performance in children: The mediating roles of working memory and math self-concept

2017 ◽  
Vol 87 (4) ◽  
pp. 573-589 ◽  
Author(s):  
M. José Justicia-Galiano ◽  
M. Eva Martín-Puga ◽  
Rocío Linares ◽  
Santiago Pelegrina
Keyword(s):  
Working Memory ◽  
Math Anxiety ◽  
Math Performance ◽  
Self Concept

How do working memory, general anxiety and math anxiety affect female students’ math performance?

2020 ◽  
Author(s):  
Nachshon Korem ◽  
Orly Rubinsten
Keyword(s):  
Working Memory ◽  
Latent Variables ◽  
Math Anxiety ◽  
Verbal Working Memory ◽  
Math Performance ◽  
Equation Modeling ◽  
Current Evidence ◽  
Unique Contribution ◽  
Shared Variance ◽  
Numeric Information

Current evidence suggests that math anxiety and working memory govern math performance. However, these conclusions are largely based on simple correlations, without considering these variables as a network or examining correlations at the latent variables level. Thus, questions remain regarding the role of the unique and shared variance between math anxiety, working memory and math performance. The purpose of the current study was to (i) uncover the underlying relationships between the variables to understand the unique contribution of each element to the network; (ii) measure the shared variance and identify the interactions between affect and cognition that control math performance. Our analytical approach involved both network analysis approach and structural equation modeling, with a sample of 116 female students.Results show that math anxiety and working memory affect math performance by different mechanisms. Only working memory tests that included numeric information were correlated to math anxiety. Each of the various working memory tasks correlated differently to math performance: working memory as a single latent variable was a better predictor of math performance than visuospatial and verbal working memory as two separate latent variables. Overall, both working memory and math anxiety affect math performance. Working memory tasks that include numeric information can affect performance in math anxious individuals.

scholarly journals Working memory, math performance, and math anxiety

2007 ◽  
Vol 14 (2) ◽  
pp. 243-248 ◽  
Author(s):  
Mark H. Ashcraft ◽  
Jeremy A. Krause
Keyword(s):  
Working Memory ◽  
Math Anxiety ◽  
Math Performance

scholarly journals Can (perceived) mental-rotation performance mediate gender differences in math anxiety in adolescents and young adults?

2021 ◽  
Author(s):  
Martina Rahe ◽  
Claudia Quaiser-Pohl
Keyword(s):  
Gender Differences ◽  
Mental Rotation ◽  
Undergraduate Students ◽  
Age Differences ◽  
Math Anxiety ◽  
Math Performance ◽  
Self Concept ◽  
Mental Rotation Test ◽  
Gender And Age ◽  
Gender And Age Differences

AbstractMath anxiety is a negative affective reaction in situations concerning mathematics and is related to poor math performance and a lower mathematical self-concept. Gender differences appear in math anxiety even though gender differences in math abilities are non-existent or minimal in effect size. In the present study, gender and age differences in math anxiety, mental-rotation performance, and perceived mental-rotation performance are investigated as well as (perceived) mental-rotation performance as possible mediators of the relation between gender and math anxiety. Ninety-seven children (54 females) between 11 and 15 years and 84 undergraduate students (59 females) solved a mental-rotation test, rated their performance in this test, and filled out a questionnaire about math anxiety. Increasing gender differences with age were found for math anxiety, mental-rotation performance, and perceived mental-rotation performance. Mental-rotation performance and perceived mental-rotation performance were significant individual mediators for gender differences in math anxiety. Adequate measures should be discussed to enhance females’ mental-rotation abilities and their perception of these skills to reduce gender differences in math anxiety.

scholarly journals Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants

2021 ◽  
Author(s):  
Sara Caviola ◽  
Enrico Toffalini ◽  
David Giofrè ◽  
Jessica Mercader Ruiz ◽  
Dénes Szűcs ◽  
...  
Keyword(s):  
Working Memory ◽  
Math Anxiety ◽  
Meta Analysis ◽  
Sociodemographic Factors ◽  
Math Performance ◽  
Moderating Effects ◽  
Future Directions ◽  
And Mathematics ◽  
The Impact ◽  
The Relationship

AbstractThe relationship between anxiety and mathematics has often been investigated in the literature. Different forms of anxiety have been evaluated, with math anxiety (MA) and test anxiety (TA) consistently being associated with various aspects of mathematics. In this meta-analysis, we have evaluated the impact of these forms of anxiety, distinguishing between different types of mathematical tasks. In investigating this relationship, we have also included potential moderators, such as age, gender, working memory, type of task, and type of material. One hundred seventy-seven studies met the inclusion criteria, providing an overall sample of 906,311 participants. Results showed that both MA and TA had a significant impact on mathematics. Sociodemographic factors had modest moderating effects. Working memory (WM) also mediated the relationship between MA and TA with mathematics; however, this indirect effect was weak. Theoretical and educational implications, as well as future directions for research in this field, are discussed.

Choke or thrive? The relation between salivary cortisol and math performance depends on individual differences in working memory and math-anxiety.

Emotion ◽  
2011 ◽  
Vol 11 (4) ◽  
pp. 1000-1005 ◽  
Author(s):  
Andrew Mattarella-Micke ◽  
Jill Mateo ◽  
Megan N. Kozak ◽  
Katherine Foster ◽  
Sian L. Beilock
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Salivary Cortisol ◽  
Math Anxiety ◽  
Math Performance

scholarly journals The interplay between math anxiety and working memory on math performance: a longitudinal study

2021 ◽  
Author(s):  
Sandra Pellizzoni ◽  
Elisa Cargnelutti ◽  
Alessandro Cuder ◽  
Maria Chiara Passolunghi
Keyword(s):  
Working Memory ◽  
Longitudinal Study ◽  
Math Anxiety ◽  
Math Performance

scholarly journals Examining the link between math anxiety and math performance in Colombian students

2016 ◽  
Vol 25 (2) ◽  
Author(s):  
Florencia Reali ◽  
William Jiménez-Leal ◽  
Carolina Maldonado-Carreño ◽  
Amy Devine ◽  
Dénes Szücs
Keyword(s):  
Math Anxiety ◽  
Math Performance

scholarly journals The Impact of Math Anxiety on Working Memory: A Cortical Activations and Cortical Functional Connectivity EEG Study

IEEE Access ◽  
2019 ◽  
Vol 7 ◽  
pp. 15027-15039 ◽  
Author(s):  
Manousos A. Klados ◽  
Evangelos Paraskevopoulos ◽  
Niki Pandria ◽  
Panagiotis D. Bamidis
Keyword(s):  
Working Memory ◽  
Functional Connectivity ◽  
Math Anxiety ◽  
The Impact

Math Performance in Stressful Situations

2008 ◽  
Vol 17 (5) ◽  
pp. 339-343 ◽  
Author(s):  
Sian L. Beilock
Keyword(s):  
Working Memory ◽  
High Stress ◽  
High Stakes Testing ◽  
Math Performance ◽  
High Stakes ◽  
Negative Stereotypes ◽  
Testing Situation ◽  
Stressful Environment ◽  
Successful Execution ◽  
Math Problems

Whether because individuals are made aware of negative stereotypes about how they should perform or are in a high-stakes testing situation, a stressful environment can adversely affect the success people have in solving math problems. I review work examining how unwanted failure in math occurs and individual differences in those most likely to fail. This work suggests that a high-stress situation creates worries about the situation and its consequences that compete for the working memory (WM) normally available for performance. Consequently, the performance of individuals who rely most heavily on WM for successful execution (i.e., higher-WM individuals) is most likely to decline when the pressure is on.

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