ArticlePloS one2019
Working memory, negative affect and personal assets: How do they relate to mathematics and reading literacy?
Article in PloS one, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed.
- The interplay between ego-resiliency, math anxiety and working memory in math achievement.Psychological research · 2024Article
- The Structure of Working Memory and Its Relationship with Intelligence in Japanese Children.Journal of Intelligence · 2023Article
- The interplay between math anxiety and working memory on math performance: a longitudinal study.Annals of the New York Academy of Sciences · 2022Article
- The Jack and Jill Adaptive Working Memory Task: Construction, Calibration and Validation.PloS one · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionResearch has recently focused on the relationships between working memory, negative affect (e.g., general anxiety, depressive symptoms) and personal assets (e.g., self-concept, academic and competence dimensions, and ego-resiliency), and their influence on mathematics and reading literacy. Although these variables have been amply explored, previous research has usually considered each of these aspects in isolation.
methodIn the present study, 143 schoolchildren in sixth to eighth grade were tested on general anxiety, depressive symptoms, working memory, self-concept (academic and competence scales), ego-resiliency, and mathematics and reading literacy.
resultsVariance partitioning showed that all predictors, i.e., working memory, negative affect (i.e., general anxiety and depressive symptoms), and personal assets (i.e., self-concept, academic and competence dimensions, and ego-resiliency) explained a unique and shared portion of the variance in mathematics and reading literacy.
conclusionsOur findings point to the importance of investigating the relationship between these factors. Underlying implications and directions for future research are discussed.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.