The complex interplay between cognitive and emotional factors at the base of maths achievement started to be evaluated and quantified in the last few years. Only a few studies, anyway, examine at the same time, the role of working memory (visuospatial and verbal subsystem) and maths anxiety together with self-competence, on maths attainment. To investigate the specific link between these three factors, in a large developmental sample, we enrol 335 students from the 3rd, 5th, and 7th grades. In respect to emotional and motivational factors, data indicates a direct influence of maths anxiety on maths performance. Furthermore, the results highlight that maths anxiety differently impacts working memory subsystems. In fact, we observe a significant and indirect effect of MA, through the visuospatial system, on maths achievement. Our results provide further support to the hypothesis that maths anxiety is a special type of anxiety, most likely impacting the visuospatial rather than the verbal working memory subsystem. Data is discussed in terms of a possible mechanism underlying maths anxiety and visuospatial working memory at the base of this specificity, and in relation to the role of self-competence in this interplay.

The relationship betweens math anxiety and arithmetic reasoning: The mediating role of working memory and self-competence

Pellizzoni S.;Mammarella I. C.;Passolunghi M. C.
2022-01-01

Abstract

The complex interplay between cognitive and emotional factors at the base of maths achievement started to be evaluated and quantified in the last few years. Only a few studies, anyway, examine at the same time, the role of working memory (visuospatial and verbal subsystem) and maths anxiety together with self-competence, on maths attainment. To investigate the specific link between these three factors, in a large developmental sample, we enrol 335 students from the 3rd, 5th, and 7th grades. In respect to emotional and motivational factors, data indicates a direct influence of maths anxiety on maths performance. Furthermore, the results highlight that maths anxiety differently impacts working memory subsystems. In fact, we observe a significant and indirect effect of MA, through the visuospatial system, on maths achievement. Our results provide further support to the hypothesis that maths anxiety is a special type of anxiety, most likely impacting the visuospatial rather than the verbal working memory subsystem. Data is discussed in terms of a possible mechanism underlying maths anxiety and visuospatial working memory at the base of this specificity, and in relation to the role of self-competence in this interplay.
2022
Pubblicato
https://link.springer.com/article/10.1007/s12144-022-02765-0
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11368/3028696
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