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

Sandra Pellizzoni ◽  
Elisa Cargnelutti ◽  
Alessandro Cuder ◽  
Maria Chiara Passolunghi
2020 ◽  
Nachshon Korem ◽  
Orly Rubinsten

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.

2017 ◽  
Vol 87 (4) ◽  
pp. 573-589 ◽  
M. José Justicia-Galiano ◽  
M. Eva Martín-Puga ◽  
Rocío Linares ◽  
Santiago Pelegrina

2007 ◽  
Vol 14 (2) ◽  
pp. 243-248 ◽  
Mark H. Ashcraft ◽  
Jeremy A. Krause

Sara Caviola ◽  
Enrico Toffalini ◽  
David Giofrè ◽  
Jessica Mercader Ruiz ◽  
Dénes Szűcs ◽  

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.

Emotion ◽  
2011 ◽  
Vol 11 (4) ◽  
pp. 1000-1005 ◽  
Andrew Mattarella-Micke ◽  
Jill Mateo ◽  
Megan N. Kozak ◽  
Katherine Foster ◽  
Sian L. Beilock

Santiago Vernucci ◽  
Yesica Aydmune ◽  
María Laura Andrés ◽  
Débora Inés Burin ◽  
Lorena Canet‐Juric

2016 ◽  
Vol 25 (2) ◽  
Florencia Reali ◽  
William Jiménez-Leal ◽  
Carolina Maldonado-Carreño ◽  
Amy Devine ◽  
Dénes Szücs

IEEE Access ◽  
2019 ◽  
Vol 7 ◽  
pp. 15027-15039 ◽  
Manousos A. Klados ◽  
Evangelos Paraskevopoulos ◽  
Niki Pandria ◽  
Panagiotis D. Bamidis

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