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Arithmetic and reading skills mediate the link between math and reading anxiety and word problem solving
Dana Tal1, Shahar Dotan1, Michal Ben-Yair1
1Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel.
Scientific Reports
|October 16, 2025
Summary
Math anxiety (MA) directly and indirectly hinders arithmetic word problem (AWP) solving, while reading anxiety (RA) impacts AWP performance solely through reading skills. Both emotional factors and cognitive abilities are crucial for AWP success.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Developmental Psychology
Background:
- Arithmetic word problem (AWP) solving integrates mathematical and linguistic skills, impacting academic achievement.
- Math anxiety (MA) and reading anxiety (RA) can disrupt foundational abilities required for AWP performance.
- Understanding the distinct pathways of MA and RA in AWP solving is crucial for targeted interventions.
Purpose of the Study:
- To examine the pathways through which MA and RA are associated with AWP performance in third-grade students.
- To differentiate the direct and indirect effects of MA and RA on AWP solving.
- To identify key mediating factors, such as arithmetic and reading fluency, in the relationship between anxiety and AWP performance.
Main Methods:
- Structural equation modeling (SEM) was employed to analyze data from 717 third-grade students.
- The study assessed the direct and indirect associations of MA and RA with AWP performance.
- Mediating roles of arithmetic fact fluency, reading fluency, and reading comprehension were investigated.
Main Results:
- MA demonstrated negative associations with AWP performance, both directly and indirectly through reduced arithmetic fact fluency.
- RA was not directly associated with AWP performance but showed significant indirect associations via reading fluency, reading comprehension, and a serial path.
- Arithmetic and reading-related skills were identified as key mediators, highlighting differential pathways for MA and RA.
Conclusions:
- MA and RA influence AWP solving through distinct mechanisms, emphasizing the multi-componential nature of this skill.
- MA impacts performance directly and indirectly, whereas RA's influence is exclusively mediated by reading-related skills.
- A holistic approach considering numeric, linguistic, and emotional factors is essential for understanding and supporting AWP problem-solving abilities.
Keywords:
Arithmetic fact fluencyArithmetic word problemsMath anxietyReading anxietyReading comprehensionReading fluencyMore Related Videos
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