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Domain-specific anxiety relates to children's math and spatial performance
Jillian E Lauer1, Alena G Esposito1, Patricia J Bauer1
1Department of Psychology.
Developmental Psychology
|September 29, 2018
Summary
Children
Area of Science:
- Child Psychology
- Cognitive Development
- Educational Psychology
Background:
- Childhood mathematical and spatial reasoning skills predict later success in STEM fields.
- Affective factors, such as anxiety, and their relation to cognitive performance in children are understudied.
- Gender differences in math and spatial anxiety are not well understood in early development.
Purpose of the Study:
- To assess math, spatial, and verbal anxiety in elementary schoolchildren.
- To investigate the relationship between these anxieties and corresponding cognitive performance (math achievement, spatial reasoning, reading ability).
- To examine gender differences in math and spatial anxiety and their domain specificity.
Main Methods:
- Surveyed 394 elementary schoolchildren (ages 6-12) on math, spatial, and verbal anxiety.
- Assessed math achievement and spatial reasoning performance.
- Evaluated reading ability to determine domain specificity.
Main Results:
- Math, spatial, and verbal anxiety were correlated with each other and with performance in related cognitive domains.
- All three anxiety types showed domain specificity in their relationship with cognitive performance.
- Girls reported significantly higher math and spatial anxiety than boys, but not verbal anxiety.
Conclusions:
- Math and spatial anxiety are distinct constructs in early childhood development.
- These anxieties show specificity in their associations with gender and cognitive performance.
- Early identification of math and spatial anxiety may be crucial for supporting STEM success.
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