Teacher-rated general anxiety is associated with lower verbal working memory performance¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Teacher-rated general anxiety negatively predicted verbal WM (listening span) performance (β = −0.37, P < 0.001), consistent with anxiety reducing WM resources. → Pellizzoni 2021

Evidence¶

Pellizzoni 2021¶

Pellizzoni, S., Cargnelutti, E., Cuder, A., & Passolunghi, M.C. (2021). The interplay between math anxiety and working memory on math performance: a longitudinal study. Annals of the New York Academy of Sciences. https://doi.org/10.1111/nyas.14722

q3 · i? · associational · r2

From Model 1a path analysis in 146 children; Table 3 reports DAYS_T direct effect on LS of −0.37***, with R² = 0.54 for LS. Supports the processing efficiency theory account the authors cite.

"GA was found to undermine performance in a WM task, in line with previous reports of a detrimental effect of anxiety on WM."

Discussion¶

Learner Variables¶

• Affect Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Working memory mediates the indirect effects of anxiety on math performance — related
• Teacher-rated general anxiety negatively predicts concurrent and future math performance in third and fourth graders — related
• Math anxiety compromises working memory only when the anxiety is aroused by computation-based tasks, not on verbal span assessments — related
• Lower-than-average math ability, low working memory capacity, susceptibility to public embarrassment, and a nonsupportive teacher are proposed risk factors for developing math anxiety — related
• Observed anxiety expressions during challenging tasks predict lower teacher-rated work-related and self-regulation skills — related
• Verbal working memory directly and positively predicts math performance in grades 3 and 4 — related