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Related Experiment Video

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Reducing State Anxiety Using Working Memory Maintenance

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Published on: July 19, 2017

Gender Differences Regarding the Impact of Math Anxiety on Arithmetic Performance in Second and Fourth Graders.

Hanneke I Van Mier¹, Tamara M J Schleepen¹, Fabian C G Van den Berg¹

¹Department of Cognitive Neuroscience, Developmental Cognitive Neuroscience Section, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Netherlands.

Frontiers in Psychology

|February 5, 2019

Summary

Math anxiety negatively impacts math skills, especially in young girls. Early intervention is crucial as this link is evident by second grade, highlighting the need to consider gender in math education.

Keywords:

arithmetic children elementary school gender math anxiety mathematics

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Area of Science:

Educational Psychology
Developmental Psychology

Background:

Math skills are vital for academic, professional, and daily functioning.
Math anxiety is a prevalent issue negatively affecting math performance and acquisition.
Gender differences in math anxiety are noted, with higher prevalence in females, necessitating age-specific research.

Purpose of the Study:

To investigate the relationship between math anxiety and math performance in early elementary school children.
To examine how this relationship differs between boys and girls in second and fourth grades.
To fill the research gap on gender-specific math anxiety effects in young children.

Main Methods:

Assessed math anxiety and math performance in 124 second- and fourth-grade children (67 girls, 57 boys).
Utilized correlation analyses to examine the link between math anxiety and performance.
Employed moderation analyses to investigate the interplay of math anxiety, gender, and grade level.

Main Results:

Boys and girls exhibited similar math anxiety levels and arithmetic performance.
Math anxiety significantly correlated with math performance exclusively in girls.
Math anxiety negatively moderated math performance in girls, particularly in second graders.

Conclusions:

Gender is a critical factor in the math anxiety-math performance relationship.
Math anxiety negatively impacts girls' math performance from an early age (second grade).
Early identification and intervention for math anxiety in girls are essential to mitigate long-term academic consequences.