ArticleBrain sciences2022
Patterns of Attention and Anxiety in Predicting Arithmetic Fluency among School-Aged Children.
Article in Brain sciences, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it, 15 citations in OpenAlex.
- Attention skills, learning and academic abilities in children and adolescents with genetic disorders: a systematic review.Frontiers in psychology · 2025Pooled it
- The dynamics of state math anxiety vary by paradigm and timing during arithmetic.NPJ science of learning · 2026Article
- Exploring the Complexity of Children's Math and Vocabulary Learning: The Role of Cognitive, Dispositional, and Parental Factors.Behavioral sciences (Basel, Switzerland) · 2025Article
- Stress and Anxiety among High School Adolescents: Correlations between Physiological and Psychological Indicators in a Longitudinal Follow-Up Study.Children (Basel, Switzerland) · 2023Article
- Challenges in Understanding Numerical Learning: Editorial forBrain sciences · 2023Article
- Estimation Strategy Utilization Is Modulated by Implicit Emotion Regulation: Evidence from Behavioral and Event-Related Potentials Studies.Brain sciences · 2022Article
- Estimation Strategy Selection Is Modulated by Snapshot Emotional Priming, but Not Math Anxiety.International journal of environmental research and public health · 2022Article
Corrections and comments
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Authors and funding
2 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Although the interaction between anxiety and attention is considered crucial for learning and performance in mathematics, few studies have examined these cognitive and affective predictors in a single framework or explored the role of sustained attention in promoting children's arithmetic performance, using traditional linear analyses and latent profile analysis (LPA). In this paper, state anxieties (in a math test and in an attention test situation), general anxiety traits, sustained attention (performance-based test and attention deficit/hyperactivity disorder (ADHD) self-ratings) and math achievement of 403 fourth and fifth graders (55.8% girls) were assessed. A negative correlation between state anxiety prior to the math test and arithmetic achievements was identified, even when controlling for other non-math related state anxieties and general anxiety. Sustained attention was a strong predictor of arithmetic achievement and functioned as a moderator in the anxiety-performance link. LPA identified six distinct profiles that revealed a complex relationship with arithmetic fluency. The weakest achievement was found for a specific math anxiety subgroup. The findings highlight the important role of the interaction of anxiety and sustained attention in children's ability to perform math and enable new conclusions about the specific nature of math anxiety. Implications for future research are discussed.
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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.