ArticleFrontiers in psychology2016
Mathematics Anxiety, Working Memory, and Mathematics Performance in Secondary-School Children.
Article in Frontiers in psychology, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 25 papers, 1 of them a synthesis that pooled it.
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Who cites it
25 citing papers in PubMed, 1 synthesis or guideline pooled it, 699 citations in OpenAlex.
- The Relationship Between Math Anxiety and Math Performance: A Meta-Analytic Investigation.Frontiers in psychology · 2019Pooled it
- Trial
- The Interplay of Vocabulary, Working Memory, and Math Anxiety in Predicting Early Math Performance.Journal of Intelligence · 2025Article
- Testing the Effectiveness of Computerized Cognitive Training on an At-Risk Student Population.Behavioral sciences (Basel, Switzerland) · 2024Article
- Identifying precondition configurations of mathematics anxiety among middle school students in China: using NCA and QCA approaches.Frontiers in psychology · 2024Article
- Emotions and mathematics: anxiety profiles and their influence on arithmetic performance in university students.Royal Society open science · 2023Article
- Proactive control of attention in math-anxious individuals.Psychological research · 2023Article
- Assessment of math anxiety as a potential tool to identify students at risk of poor acquisition of new math skills: longitudinal study of grade 9 Italian students.Frontiers in psychology · 2023Article
- Article
- Executive functions, math anxiety and math performance in middle school students.The British journal of developmental psychology · 2022Article
- The interplay between math anxiety and working memory on math performance: a longitudinal study.Annals of the New York Academy of Sciences · 2022Article
- Mathematics and Numerosity but Not Visuo-Spatial Working Memory Correlate with Mathematical Anxiety in Adults.Brain sciences · 2022Article
- Patterns of Attention and Anxiety in Predicting Arithmetic Fluency among School-Aged Children.Brain sciences · 2022Article
- The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance.Frontiers in psychology · 2022Article
- Assessing math anxiety in elementary schoolchildren through a Spanish version of the Scale for Early Mathematics Anxiety (SEMA).PloS one · 2021Article
- Peer Tutoring Effects on Students' Mathematics Anxiety: A Middle School Experience.Frontiers in psychology · 2020Article
- Predicting Mathematics Achievement in Secondary Education: The Role of Cognitive, Motivational, and Emotional Variables.Frontiers in psychology · 2020Article
- Math Anxiety and Working Memory Updating: Difficulties in Retrieving Numerical Information From Working Memory.Frontiers in psychology · 2020Article
- Article
- Math Anxiety in Combination With Low Visuospatial Memory Impairs Math Learning in Children.Frontiers in psychology · 2019Article
Corrections and comments
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Authors and funding
5 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Mathematics anxiety (MA) has been defined as "a feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of math problems in a wide variety of ordinary life and academic situations." Previous studies have suggested that a notable proportion of children in primary and secondary school suffer from MA, which is negatively correlated with calculation skills. The processing efficiency and attentional control theories suggest that working memory (WM) also plays an important part in such anxious feelings. The present study aimed to analyze the academic achievement and cognitive profiles of students with high math anxiety (HMA) and low math anxiety (LMA). Specifically, 32 students with HMA and 34 with LMA matched for age, gender, generalized anxiety, and vocabulary attending sixth to eighth grades were selected from a larger sample. The two groups were tested on reading decoding, reading comprehension, mathematics achievement, and on verbal short-term memory and WM. Our findings showed that HMA students were weak in several measures of mathematics achievement, but not in reading and writing skills, and that students with HMA reported lower scores on short-term memory and WM performances (with associated difficulties in inhibiting irrelevant information) than children with LMA. In addition, a logistic regression showed that weaknesses in inhibitory control and fact retrieval were the strongest variables for classifying children as having HMA or LMA.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.