TY - JOUR

T1 - Longitudinal relations between young students’ feelings about mathematics and arithmetic performance

AU - Song, Charlene Shujie

AU - Xu, Chang

AU - Maloney, Erin A.

AU - Skwarchuk, Sheri-Lynn

AU - Di Lonardo Burr, Sabrina

AU - Lafay, Anne

AU - Wylie, Judith

AU - Osana, Helena P.

AU - Douglas , Heather

AU - LeFevre, Jo-Anne

PY - 2021/7

Y1 - 2021/7

N2 - Math anxiety is a common correlate of math performance for adults. Research on young children’s emotional reactions to math is limited, but critical for determining how math anxiety develops. Students (N = 244) completed math measures (i.e., number comparison, arithmetic fluency, and math problem solving) and math anxiety assessments twice, in grade 2 (Mage = 7.10) and a year later in grade 3. Math anxiety was significantly related to arithmetic fluency, but not to others. Longitudinally, arithmetic fluency in grade 2 predicted the change in math anxiety from grades 2 to 3, but not vice versa. The growth in math anxiety was related to arithmetic fluency for students with higher working memory scores, but this moderation effect of working memory was not significant after a multiple-comparisons correction. In sum, these findings are consistent with the view that math anxiety develops in some children in response to their experiences with mathematics.

AB - Math anxiety is a common correlate of math performance for adults. Research on young children’s emotional reactions to math is limited, but critical for determining how math anxiety develops. Students (N = 244) completed math measures (i.e., number comparison, arithmetic fluency, and math problem solving) and math anxiety assessments twice, in grade 2 (Mage = 7.10) and a year later in grade 3. Math anxiety was significantly related to arithmetic fluency, but not to others. Longitudinally, arithmetic fluency in grade 2 predicted the change in math anxiety from grades 2 to 3, but not vice versa. The growth in math anxiety was related to arithmetic fluency for students with higher working memory scores, but this moderation effect of working memory was not significant after a multiple-comparisons correction. In sum, these findings are consistent with the view that math anxiety develops in some children in response to their experiences with mathematics.

KW - Math anxiety

KW - Working memory

KW - Children

KW - Arithmetic

KW - Cross-lagged analysis

KW - Feelings about mathematics

U2 - 10.1016/j.cogdev.2021.101078

DO - 10.1016/j.cogdev.2021.101078

M3 - Article

VL - 59

JO - Cognitive Development

JF - Cognitive Development

SN - 0885-2014

M1 - 101078

ER -