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Math Anxiety and Its Relations to Arithmetic Fluency and Number Processing: Evidence From Finnish, Finnish-Swedish,
Pinja Tähti1,2, Jonatan Finell3, Anna Tapola4
1Special and Inclusive Education, University of Oulu, Oulu, Finland.
Scandinavian Journal of Psychology
|November 13, 2025
Summary
Math anxiety negatively impacts math performance in fourth graders. This study found cultural and gender differences in math anxiety levels and its relationship with arithmetic fluency and number processing across Finland and Sweden.
Area of Science:
- Educational Psychology
- Cross-cultural Psychology
- Developmental Psychology
Background:
- The relationship between math anxiety and math performance is well-documented but influenced by various factors.
- Previous research on primary school students shows inconsistent findings regarding math anxiety and performance.
- Factors like operationalization, mathematical domain, gender, and culture require integrated investigation.
Purpose of the Study:
- To examine the relationship between math anxiety and mathematics performance (arithmetic fluency, number processing) in fourth graders.
- To investigate the dimensionality of math anxiety (cognitive and affective) across different cultural contexts.
- To explore gender differences in math anxiety levels and its association with mathematics performance.
Main Methods:
- Surveyed 1022 fourth-grade students from Finland and Sweden (Finnish- and Swedish-speaking).
- Assessed math anxiety and mathematics performance (arithmetic fluency, number processing).
- Utilized confirmatory factor analysis to examine the structure of math anxiety.
Main Results:
- A two-dimensional math anxiety construct was supported for Finnish-speaking students; a unidimensional construct for Swedish-speaking students.
- A negative relationship between math anxiety and mathematics performance was observed in all samples.
- Girls reported higher math anxiety, while boys showed better arithmetic fluency. The anxiety-performance link was stronger in boys, particularly for number processing.
Conclusions:
- Math anxiety is negatively related to arithmetic fluency and number processing in fourth graders across cultural contexts.
- Cultural (language) and gender differences significantly moderate the relationship between math anxiety and mathematics performance.
- Further research is needed to understand these complex interactions in diverse student populations.
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