Mathematics anxiety for learning is indirectly related to seventh-grade mathematics achievement through reduced in-class attention¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2021 · checked against its sources 2026-10-24 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Mathematics efficacy and mathematics anxiety for learning were the best set of predictors of in-class attention, with anxiety the most likely indirect contributor. → Geary 2021 q2 i? With control of prior competence and MRT, the indirect relation of mathematics anxiety on Numerical Operations through in-class attention was significant, b = −0.37, while the direct path was not significant. → Geary 2021 (2)

Evidence¶

Geary 2021¶

Geary, D. C., Hoard, M. K., Nugent, L., & Scofield, J. E. (2021). In-Class Attention, Spatial Ability, and Mathematics Anxiety Predict Across-Grade Gains in Adolescents' Mathematics Achievement. Journal of Educational Psychology, 113(4), 754-769. https://doi.org/10.1037/edu0000487

q2 · i? · associational · r2

Bayesian regression on sixth-grade non-cognitive predictors of seventh-grade in-class attention; the results indicate mathematics anxiety for learning is the most likely to have an indirect effect through attention.

"Dropping mathematics anxiety resulted in a model that was 2.77% as probable as the model with it, whereas dropping mathematics efficacy resulted in a model that was 40.0% as probable as the model without it."

Geary 2021 (2)¶

Geary, D. C., Hoard, M. K., Nugent, L., & Scofield, J. E. (2021). In-Class Attention, Spatial Ability, and Mathematics Anxiety Predict Across-Grade Gains in Adolescents' Mathematics Achievement. Journal of Educational Psychology, 113(4), 754-769. https://doi.org/10.1037/edu0000487

q2 · i? · associational · r2

Mediation model (Figure 5) with control of sixth-grade mathematical competence and MRT scores; the indirect path through in-class attention was significant and the direct path was not, so the article calls these indirect rather than mediated effects.

"there is a significant indirect relation between mathematics anxiety and Numerical Operations scores through in-class attention, b = −0.37 [95% CI = −0.60 to −.14], z = −3.16, p = .002, but now the direct relation between mathematics anxiety and Numerical Operations scores is not significant, b = −.12"

Discussion¶

Learner Variables¶

• Academic Anxiety — predictor: learners who differ on it differ in outcomes
• Attention — predictor: learners who differ on it differ in outcomes

Related Claims¶

• In-class attention and complex spatial ability (MRT) predict seventh-grade mathematics achievement above and beyond prior mathematical knowledge — related
• In a cross-sectional model, attention problems relate to both non-verbal and verbal math performance only indirectly, through working memory (and, for MR, reading) — related
• Math anxiety partially mediates the relation between attention problems and both math outcomes — related
• Prior mathematical competence by in-class attention interaction: attention benefits were strongest among students with stronger prior knowledge — related