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Updated: Jan 7, 2026

Reducing State Anxiety Using Working Memory Maintenance

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Time on Their Side: How Visual Timers Affect Anticipatory Anxiety, Performance, and On-Task Behavior in Elementary

Quentin Hallez¹, Victoire Vallier¹

¹Unité de Recherche DIPHE "Développement, Individu, Processus, Handicap et Éducation", Institut de Psychologie, University Lumière Lyon 2, 69500 Bron, France.

European Journal of Investigation in Health, Psychology and Education

|December 24, 2025

Summary

This summary is machine-generated.

Visual timers effectively reduce math anxiety and improve on-task behavior in children. While math performance didn't change, the Time-Timer helped minimize off-task actions, especially for those at risk for ADHD.

Keywords:

anxiety assessment behavior children visual timer

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Area of Science:

Educational Psychology
Child Development

Background:

Visual timers are known to reduce anxiety and improve performance in children.
Previous research suggests benefits, but interaction patterns and effects on off-task behavior require further investigation.

Purpose of the Study:

To examine the impact of visual timers (Time-Timer) on mathematical performance, anxiety, and on-task behavior in 7- to 9-year-old students.
To explore how children interact with visual timers and if usage influences off-task behaviors.
To assess the effect on children at higher risk for Attention Deficit Hyperactivity Disorder (ADHD).

Main Methods:

Forty-four children completed a timed math assessment under two conditions: with and without a visible Time-Timer.
Counterbalanced design was used to compare conditions.
Anxiety levels, math performance, and on-task behaviors (inattentive, motor instability) were measured. Conners' questionnaire assessed ADHD risk.

Main Results:

Visual timers significantly reduced anticipatory anxiety before the math assessment.
No significant differences in mathematical performance were found between the two conditions.
The Time-Timer condition led to a significant decrease in inattentive and motor instability behaviors, particularly for children at higher risk for ADHD.
Engagement with the Time-Timer varied greatly among participants.

Conclusions:

Visual timers are beneficial for reducing anxiety and promoting on-task behavior during timed assessments.
The study underscores the need to consider individual differences in how children engage with visual timers.
Findings support the use of visual timers as a tool to support children's focus and emotional regulation during academic tasks.