Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants
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Otros documentos de la autoría: Caviola, Sara; Toffalini, Enrico; Giofrè, David; Mercader, Jessica; Szűcs, Dénes; MAMMARELLA, IRENE CRISTINA
Metadatos
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INVESTIGACIONMetadatos
Título
Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 ParticipantsAutoría
Fecha de publicación
2021-08-04Editor
SpringerISSN
1040-726XCita bibliográfica
Caviola, S., Toffalini, E., Giofrè, D. et al. Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants. Educ Psychol Rev (2021). https://doi.org/10.1007/s10648-021-09618-5Tipo de documento
info:eu-repo/semantics/articleVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
The relationship between anxiety and mathematics has often been investigated in the
literature. Different forms of anxiety have been evaluated, with math anxiety (MA) and
test anxiety (TA) consistently being associated ... [+]
The relationship between anxiety and mathematics has often been investigated in the
literature. Different forms of anxiety have been evaluated, with math anxiety (MA) and
test anxiety (TA) consistently being associated with various aspects of mathematics. In
this meta-analysis, we have evaluated the impact of these forms of anxiety, distinguishing
between different types of mathematical tasks. In investigating this relationship, we have
also included potential moderators, such as age, gender, working memory, type of task,
and type of material. One hundred seventy-seven studies met the inclusion criteria,
providing an overall sample of 906,311 participants. Results showed that both MA and
TA had a significant impact on mathematics. Sociodemographic factors had modest
moderating effects. Working memory (WM) also mediated the relationship between
MA and TA with mathematics; however, this indirect effect was weak. Theoretical and
educational implications, as well as future directions for research in this field, are
discussed. [-]
Publicado en
Educational Psychology Review (2021)Entidad financiadora
Università degli Studi di Padova
Título del proyecto o subvención
CRUI-CARE Agreement
Derechos de acceso
© The Author(s) 2021
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
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