Anxiety negatively predicts subsequent mathematics test performance in primary school students when emotions are modeled simultaneously¶
Claim · All claims
Evidence · 1 study · associationalr3·q3
Currency · newest study 2021 · checked against its sources 2026-10-24 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? T1 anxiety negatively predicted T2 mathematics test performance, and T3 anxiety negatively predicted T4 performance, after controlling for covariates and autoregressive effects. → Putwain 2021
Evidence¶
Putwain 2021¶
Putwain, D. W., Wood, P., & Pekrun, R. (2021). Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. Journal of Educational Psychology. https://doi.org/10.1037/edu0000637
q3 · i? · associational · r3
Structural equation modeling of four-wave longitudinal data from 1,242 primary school students showed that "T1 anxiety negatively predicted T2 mathematics test performance" while enjoyment and boredom did not significantly relate to subsequent performance.
"T1 anxiety negatively predicted T2 mathematics test performance. T1 enjoyment and T1 boredom were not significantly related to T2 performance."
Discussion¶
Learner Variables¶
- Academic Anxiety — predictor: learners who differ on it differ in outcomes
- Affect Regulation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Test performance predicts subsequent enjoyment, boredom, and anxiety in primary school students, but only anxiety relates reciprocally to performance — related
- Students' emotional experience predicts later academic achievement, while relationship quality does not — related
- When enjoyment, boredom, and anxiety are modeled simultaneously, anxiety exerts the strongest predictive power for mathematics achievement — possibly the same claim (merge candidate)
- Academic buoyancy moderates the relation between anxiety and mathematics test performance, with performance highest when anxiety is low and buoyancy high — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
anxiety-negative-predicts-math-performance-primary |
title |
Anxiety negatively predicts subsequent mathematics test performance in primary school students when emotions are modeled simultaneously |
description |
Anxiety negatively predicts subsequent mathematics test performance in primary school students when emotions are modeled simultaneously |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-24 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — putwain-2021 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.