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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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The interplay between math anxiety and working memory on math performance: a longitudinal study.

Sandra Pellizzoni1, Elisa Cargnelutti2, Alessandro Cuder1

  • 1Department of Life Sciences, University of Trieste, Trieste, Italy.

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|December 24, 2021
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Summary
This summary is machine-generated.

This study reveals that general anxiety and math anxiety (MA) impact children's math performance. Math anxiety's effect strengthens as children develop, highlighting the need for interventions targeting both anxiety and working memory (WM).

Keywords:
cognitive factorsdevelopmental trajectoriesmath anxietymath learningworking memory

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Mathematical skills are crucial for daily life, career choices, and societal participation.
  • Math anxiety (MA) and working memory (WM) are known to influence math attainment, primarily studied in adults.
  • Primary school children, a critical developmental stage, remain under-researched regarding MA and WM interplay.

Purpose of the Study:

  • To investigate the developmental relationship between MA, general anxiety (GA), WM, and math achievement in primary school children.
  • To explore how GA and MA affect math performance from a developmental perspective.
  • To examine the mediating role of WM in the relationship between anxiety and math achievement.

Main Methods:

  • A cohort of 148 third graders participated in the study.
  • Assessments included WM, GA, MA, and math tasks administered at the start of the school year.
  • Math achievement was measured twice: at the start of grade 3 and grade 4.

Main Results:

  • General anxiety (GA) directly and indirectly (via WM) impacts math performance in third and fourth graders.
  • Math anxiety (MA) shows a direct effect on math performance in grade 4, but only an indirect effect in grade 3.
  • Findings suggest MA has a developmental trajectory, increasing in influence over time.

Conclusions:

  • Both GA and MA significantly influence children's math achievement, with MA's impact growing with age.
  • WM plays a mediating role in how anxiety affects math performance.
  • Educational interventions should address both MA and WM concurrently to improve math attainment in primary school children.