The direct path from mathematics anxiety to word problem solving is non-significant once metacognition is modeled¶
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
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? In the partially mediated model, the standardized path from mathematics anxiety to word problem solving was non-significant (ß = -0.04, p = .71), as was the path from metacognition to WPS (ß = 0.13, p = .12), favoring the fully mediated model. → 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
SEM with 224 participants: the partially mediated model (Model 1) fit well but its direct paths were non-significant; a chi-square difference test found "No significant Chi-square difference existed between Model 1 and Model 2", so the parsimonious fully mediated model was preferred.
"However, the standardized path coefficient from mathematics anxiety (MA) to word problem solving (WPS) was non-significant (ß = -0.04, p = .71), as was the path from Metacognition to word problem solving (ß = 0.13, p = .12)."
Discussion¶
Learner Variables¶
- Academic Anxiety — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Modeling mathematics anxiety as the mediator of metacognition's effect on word problem solving yields no mediating effect — related
- Mathematical metacognition statistically mediates the association between mathematics anxiety and children's word problem solving after controlling for IQ — 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-direct-path-wps-nonsignificant |
title |
The direct path from mathematics anxiety to word problem solving is non-significant once metacognition is modeled |
description |
The direct path from mathematics anxiety to word problem solving is non-significant once metacognition is modeled |
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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