ArticleNeuropsychology2025
Examining the roles of working memory and trait anxiety on math achievement in children with ADHD.
Article in Neuropsychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis that pooled it.
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
1 citing paper in PubMed, 1 synthesis or guideline pooled it.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
Abstract
objectiveChildren with attention-deficit/hyperactivity disorder (ADHD) demonstrate deficits across academic domains including underachievement in math. Proposed models of math skill development suggest that math difficulties may be associated with both neurocognitive (e.g., working memory) and socioemotional factors (e.g., anxiety). Extant literature indicates a 25% co-occurrence rate between ADHD and anxiety, as well as a strong link between neurocognitive deficits in working memory and ADHD symptomology. However, it remains unclear how both trait anxiety and working memory uniquely or jointly relate to underachievement in math in children with ADHD.
methodThe sample comprised 275 clinically evaluated children ages 8-13 (Myears = 10.36, SD = 1.44; 106 girls; 69% White/non-Hispanic) with and without ADHD. Serial conditional effects models were utilized to (a) quantify the magnitude of math underachievement in children with ADHD relative to peers without ADHD and (b) determine the extent to which these impairments are uniquely or jointly related to child self-reported trait anxiety and/or working memory abilities.
resultsThe serial path analysis indicated that children with ADHD exhibited large magnitude deficits in math achievement relative to peers without ADHD (d = -0.76; β = -.34, 95% CI excludes 0.0). Furthermore, the ADHD/math achievement relation was uniquely accounted for by its shared association with working memory, whereas self-reported trait anxiety was not a significant predictor of math achievement. Together, ADHD status and working memory accounted for 65% of the variance in math achievement (R2 = .65).
conclusionsThese findings suggest that math difficulties in children with ADHD are largely associated with neurocognitive factors such as working memory and do not appear to be associated with the frequency/severity of trait anxiety symptoms. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
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.