Role of executive functions in the relations of state- and trait-math anxiety with math performance.

The detrimental effect of math anxiety on math performance is thought to be mediated by executive functions. Previous studies have primarily focused on trait-math anxiety rather than state-math anxiety and have typically examined a single executive function rather than comprehensively evaluating all of them. Here, we used a structural equation modeling approach to concurrently determine the potential mediating roles of different executive functions (i.e., inhibition, switching, and updating) in the relationships between both state- and trait-math anxiety and math performance. A battery of computer-based tasks and questionnaires were administered to 205 university students. Two relevant results emerged. First, confirmatory factor analysis suggests that math anxiety encompassed both trait and state dimensions and, although they share substantial variance, trait-math anxiety predicted math performance over and above state-math anxiety. Second, working memory updating was the only executive function that mediated the relationship between math anxiety and math performance; neither inhibition nor switching played mediating roles. This calls into question whether some general proposals about the relationship between anxiety and executive functions can be extended specifically to math anxiety. We also raise the possibility that working memory updating or general cognitive difficulties might precede individual differences in math anxiety.

Psychometric Properties, Factor Structure, and Gender and Educational Level Invariance of the Abbreviated Math Anxiety Scale (AMAS) in Spanish Children and Adolescents.

The present study aimed to investigate the factor structure and degree of measurement invariance of a Spanish adaptation of the Abbreviated Math Anxiety Scale (AMAS) in primary and secondary school students (N = 1,504 students, 46.08% males, 7-19 years of age). The results of confirmatory factor analysis corroborated the original two-factor structure, although a modified two-factor model with one item loading simultaneously on both factors was better supported. Full measurement invariance was observed across gender, and partial measurement invariance was achieved across educational levels (primary and secondary education). The AMAS showed reasonable internal consistency, test-retest reliability, and convergent validity. These results highlight the utility of the AMAS as a measure of math anxiety in primary and secondary school students whose scores can be compared by gender and educational level.

Math Anxiety and Working Memory Updating: Difficulties in Retrieving Numerical Information From Working Memory.

This study aimed to determine whether math anxiety was related to working memory (WM) updating performance and, specifically, to the retrieval and substitution components of updating. A set of WM updating (WMU) tasks that involve different retrieval and substitution requirements were administered to 114 university students. In addition, participants completed a math anxiety assessment on two occasions: 1-2 weeks before and immediately prior to task administration to increase the likelihood of observing the relationship between math anxiety and updating performance. The results showed a relationship between math anxiety scores and updating performance. Math anxious individuals took longer and made more errors, especially on tasks that required retrieving information from WM. These results suggest that math anxious individuals are less efficient when it comes to accessing numerical information in WM. Consequently, they may struggle with math-related tasks that involve retrieving numerical information from WM.

Math anxiety and math performance in children: The mediating roles of working memory and math self-concept.

BACKGROUND: Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. AIMS: This study aimed to investigate the role of two possible mediational mechanisms between math anxiety and math performance. Specifically, we sought to test the simultaneous mediating role of working memory and math self-concept. SAMPLE: A total of 167 children aged 8-12 years participated in this study. METHODS: Children completed a set of questionnaires used to assess math and trait anxiety, math self-concept as well as measures of math fluency and math problem-solving. Teachers were asked to rate each student's math achievement. As measures of working memory, two backward span tasks were administered to the children. RESULTS: A series of multiple mediation analyses were conducted. Results indicated that both mediators (working memory and math self-concept) contributed to explaining the relationship between math anxiety and math achievement. CONCLUSIONS: Results suggest that working memory and self-concept could be worth considering when designing interventions aimed at helping students with math anxiety. Longitudinal designs could also be used to better understand the mediational mechanisms that may explain the relationship between math anxiety and math performance.

Conflictos entre padres y conducta agresiva y delictiva en los hijos / Confl icts between parents and aggressive and delinquent behavior in children

La exposición de los hijos a los conflictos de los padres constituye un factor de riesgo importante para el desarrollo de problemas de conducta en los hijos. Este estudio examina la relación entre los conflictos matrimoniales y el comportamiento agresivo y delictivo de los hijos. La muestra estuvo compuesta por un total de 332 hijos de entre 7 y 17 años y sus madres. Los hijos cumplimentaron la Children’s Perceptions of Interparental Conflict Scale, informando sobre las dimensiones de los conflictos matrimoniales: frecuencia, intensidad, no resolución y contenido. Las madres informaron sobre la frecuencia de los conflictos a través de la O’Leary Porter Scale, así como de los problemas de conducta agresiva y delictiva de los hijos respondiendo a la Child Behavior Checklist. Los resultados indican que los conflictos entre los padres afectan por igual a hijos e hijas. Afectan más a los adolescentes que a los más pequeños cuando los perciben los hijos. Sin embargo, afectan a todos los grupos cuando es la madre la que los percibe (AU)

The exposure of children to their parents’ conflicts are a factor of substantial risk for the development of behavior problems in children. This study examines the relationship between marital conflicts and children’s aggressive and delinquent behavior. The sample consisted of a total of 332 children, aged 7 to 17 years, and their mothers. The children completed the Children’s Perceptions of Interparental Conflict Scale, providing information on the dimensions of the marital conflicts: frequency, intensity, no resolution, and content. The mothers completed the O’Leary Porter Scale, providing information about the frequency of conflicts, and the Child Behavior Checklist, about the aggressive and delinquent behavior problems in their children. The results indicate that parental conflicts affect sons and daughters equally, and they affect adolescents more than younger children when they are perceived by the children. However, conflicts affect all groups when the mothers perceive them (AU)

[Conflicts between parents and aggressive and delinquent behavior in children]. / Conflictos entre padres y conducta agresiva y delictiva en los hijos.

The exposure of children to their parents' conflicts are a factor of substantial risk for the development of behavior problems in children. This study examines the relationship between marital conflicts and children's aggressive and delinquent behavior. The sample consisted of a total of 332 children, aged 7 to 17 years, and their mothers. The children completed the Children's Perceptions of Interparental Conflict Scale, providing information on the dimensions of the marital conflicts: frequency, intensity, no resolution, and content. The mothers completed the O'Leary Porter Scale, providing information about the frequency of conflicts, and the Child Behavior Checklist, about the aggressive and delinquent behavior problems in their children. The results indicate that parental conflicts affect sons and daughters equally, and they affect adolescents more than younger children when they are perceived by the children. However, conflicts affect all groups when the mothers perceive them.