Modeling mathematics anxiety as the mediator of metacognition's effect on word problem solving yields no mediating effect¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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the rigour judged within that kind: what each code means.
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q3 i? In the reverse path models with MA as mediator, the paths from MA and metacognition to WPS were non-significant, and MA was not found to have any mediating effect. → Lai Y 2015
Evidence¶
Lai Y 2015¶
Lai Y, Zhu X, Chen Y, Li Y (2015) Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties. PLoS ONE 10(6): e0130570. https://doi.org/10.1371/journal.pone.0130570
q3 · i? · associational · r2
Supplementary SEM analyses (S1 Table, S1 Fig, S2 Fig) with the same 224-child sample tested metacognition->MA->WPS; the null result rules against anxiety as the mediating mechanism in this cross-sectional data.
"The Supporting Information shows that, in model 3 (the partially mediated model), the paths from the latent MA variable and Metacognition variable to WPS were non-significant. In model 4 (the fully mediated model), the path from MA to WPS was also non-significant. MA was not found to have any mediating effect."
Discussion¶
Learner Variables¶
- Academic Anxiety — predictor: learners who differ on it differ in outcomes
- Self-Regulation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- The direct path from mathematics anxiety to word problem solving is non-significant once metacognition is modeled — related
- Mathematical metacognition statistically mediates the association between mathematics anxiety and children's word problem solving after controlling for IQ — related
- Working memory fully mediates the effects of math anxiety and attention on children's non-verbal Numerical Operations — related
- Math anxiety has both a direct negative effect and a WM-mediated indirect effect on children's verbal Math Reasoning, but only an indirect effect on Numerical Operations — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ma-as-mediator-null |
title |
Modeling mathematics anxiety as the mediator of metacognition's effect on word problem solving yields no mediating effect |
description |
Modeling mathematics anxiety as the mediator of metacognition's effect on word problem solving yields no mediating effect |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lai-y-2015 |
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