ArticleBehavioral sciences (Basel, Switzerland)2025
The Relationship Between the Mathematics Anxiety and Mathematics Achievement of Middle School Students: The Moderating Effect of Working Memory.
Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
To investigate the moderating role of working memory subcomponents in the relationship between mathematics anxiety and mathematics achievement among middle school students, this study selected 92 seventh-grade students (45 boys, 47 girls) from a middle school in Suzhou City. The Mathematics Anxiety Scale was used to assess mathematics anxiety levels, while the rotation span task, operation-letter span task, and Stroop task were employed to measure visual working memory, verbal working memory, and central executive system function, respectively. Midterm mathematics exam scores served as the indicator of mathematics achievement. Data were analyzed using correlation analysis and hierarchical regression analysis. The results showed that: (1) Mathematics anxiety was significantly negatively correlated with mathematics achievement (r = -0.61,
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