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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Executive functions, math anxiety and math performance in middle school students.

Marija Živković1, Sandra Pellizzoni1, Irene Cristina Mammarella2

  • 1Department of Life Sciences, Gaetano Kanizsa Psychology Unit, University of Trieste, Trieste, Italy.

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Math anxiety negatively impacts math performance, while executive functions like visuospatial working memory positively influence it. Executive functions mediate this relationship, with shifting playing an indirect role.

Keywords:
executive functionsmath anxietymath performancemiddle school students

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Previous research primarily focused on working memory (WM) and math anxiety (MA), neglecting other executive functions (EFs) in middle school.
  • A gap exists in understanding the multifaceted relationship between EFs, MA, and mathematical performance during this developmental stage.

Purpose of the Study:

  • To investigate the relationship between math anxiety and math performance.
  • To examine the association between various executive functions and math performance.
  • To explore the combined influence of executive functions and math anxiety on mathematical outcomes.

Main Methods:

  • Assessed math anxiety, executive functions (including visuospatial working memory and shifting), and math performance in middle school students.
  • Employed correlational analyses to determine the relationships between these variables.
  • Investigated potential mediating effects of executive functions on the math anxiety-math performance link.

Main Results:

  • Confirmed a significant negative correlation between math anxiety and math performance.
  • Found a significant positive relationship between visuospatial working memory and math performance.
  • Identified a significant positive relationship between shifting and math performance, and an indirect influence of math anxiety on math performance via shifting.

Conclusions:

  • Executive functions, particularly visuospatial working memory and shifting, play a crucial role in mathematical performance.
  • Executive functions act as mediators between math anxiety and math performance.
  • Findings highlight the importance of considering executive functions in interventions aimed at reducing math anxiety and improving math skills.