Publication: The contribution of children’s efortful control to math performance is partially mediated by math anxiety
Authors
Sánchez Pérez, Noelia ; Fuentes Melero, Luis ; González Salinas, Carmen
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Publisher
Springer
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DOI
https://doi.org/10.1007/s10212-024-00801-0
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info:eu-repo/semantics/article
Description
©2024. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
This document is the Accepted, version of a Published Work that appeared in final form in European Journal of Psychology of Education. To access the final edited and published work see https://doi.org/10.1007/s10212-024-00801-0
Abstract
This study aimed to ascertain the contribution of children’s efortful control (EC) to math achievement by testing the mediational involvement of math anxiety. Participants were 704 children (367 girls) aged between 7 and 12 years (M = 9.43, SD = 1.23). Children’s EC was measured by parent’s report, math anxiety was assessed through self-report, whereas math achievement was evaluated by performance on standard math tests. The models tested involved EC higher-order factor or specifc EC components (activation control, attentional focusing, and inhibitory control). The results showed that activation control, attentional focusing, and EC higher-order factor contributed to math performance directly and through the mediation of math anxiety. Inhibitory control did not yield a signifcant efect on math performance. The fndings suggest that children with higher dispositional efortful self-regulation tend to experience lower levels of math anxiety, with positive efects on math performance.
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Citation
European Journal of Psychology of Education, 2024
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