A recent study published in Scientific Reports explores the relationship between math performance and math anxiety in high school and university students. The research reveals a bidirectional relationship, where math performance predicts both cognitive and affective math anxiety. This finding has significant implications for educators and parents seeking to support students struggling with math.
Introduction to Math Anxiety
Math anxiety is a common phenomenon affecting many students worldwide. It is characterized by feelings of tension, apprehension, and fear when dealing with mathematical tasks. The study aimed to investigate the pathways from math performance to the cognitive and affective dimensions of math anxiety.
New study reveals bidirectional relationship between math performance and math anxiety in students. Learn how to support your child in overcoming math anxiety.
Methodology and Findings
The researchers employed the PLS-SEM method to analyze data from high school and university students. The results showed a consistent dual-pathway mediation structure across both groups, indicating that math performance is associated with affective math anxiety via cognitive math anxiety, and with cognitive math anxiety via affective math anxiety.
The study’s findings have significant implications for educators and parents seeking to support students struggling with math.
Laura Lurns · Learning Success expert
Working Memory and Math Anxiety
The study also explored the moderating role of working memory subsystems, based on Baddeley’s model, in the relationship between math performance and math anxiety. The findings revealed differences between high school and university students, with phonological loop working memory moderating the link from math to affective math anxiety in high school students.
Key takeaways
- Math performance predicts math anxiety: The study found a bidirectional relationship between math performance and math anxiety. Cognitive and affective math anxiety: The research identified distinct cognitive and affective dimensions of math anxiety. Working memory moderates the relationship: The study revealed that working memory subsystems moderate the link between math performance and math anxiety.
Implications and Conclusion
The study’s results have important implications for educators, parents, and policymakers. By understanding the relationship between math performance and math anxiety, targeted interventions can be developed to support students struggling with math. The findings also highlight the importance of considering working memory and its role in math anxiety.
In conclusion, the study’s findings highlight the importance of addressing math anxiety in students. By understanding the relationship between math performance and math anxiety, educators and parents can develop targeted interventions to support students struggling with math. For more information on how to help your child overcome math anxiety, visit the Learning Success website.
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References
- Chin-Yuan Chang, Min Hsiao, and Wen-Chi Chiang. (2026). Mathematics performance predicts cognitive and affective math anxiety through mutual mediation pathways from adolescence onward with potential working memory moderations. Scientific Reports, 16, 10716.
