Children's self-rated general anxiety was not directly related to math achievement at either assessment time¶

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? Children's self-ratings of general anxiety (RCMAS) were not directly related to math achievement at the start of grade 3 or grade 4, whereas teacher ratings were. → 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

Null finding from the same path analysis (Model 1a) in 146 children; Table 3 shows RCMAS indirect effect on MAT‐3 of −0.02*. The authors suggest GA "could, therefore, be harder for young children to detect and measure".

"Our study showed that teachers’ ratings of this variable had a relevant role, whereas children's self‐ratings were not directly related to math achievement at either of the assessment times."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Math anxiety in DD is specific to the math context and occurs in the absence of generalized anxiety — related
• Math anxiety's direct effect on math performance emerges in grade 4 but not grade 3, suggesting a developmental trajectory — related
• Teacher-rated general anxiety negatively predicts concurrent and future math performance in third and fourth graders — related
• Math anxiety arises and relates to math performance already in early primary school (Grades 2-3) — 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