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Additive and multiplicative effects of workingmemory and test anxiety on mathematicsperformance in grade 3 students
Åbo Akademi, Vaasa.
Umeå University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0002-9195-4816
Umeå University, Faculty of Social Sciences, Department of Psychology.
Umeå University, Faculty of Social Sciences, Department of applied educational science.
2017 (English)In: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to investigate the interplay between test

anxiety and working memory (WM) on mathematics performance in

younger children. A sample of 624 grade 3 students completed a test

battery consisting of a test anxiety scale, WM tasks and the Swedish

national examination in mathematics for grade 3. The main effects of

test anxiety and WM, and the two-way interaction between test anxiety

and WM on mathematics performance, were modelled with structural

equation modelling techniques. Additionally, the effects were also

tested separately on tasks with high WM demands (mathematical

problem-solving) versus low WM demands (basic arithmetic). As

expected, WM positively predicted mathematics performance in all

three models (overall mathematics performance, problem-solving

tasks, and basic arithmetic). Test anxiety had a negative effect on

problem-solving on the whole sample level but concerning basic

arithmetic only students with lower WM were affected by the negative

effects of test anxiety on performance. Thus, students with low WM

are more vulnerable to the negative effects of test anxiety in low WM

tasks like basic arithmetic. The results are discussed in relation to the

early identification of test anxiety.

Place, publisher, year, edition, pages
2017.
Keyword [en]
Latent interaction; mathematics; test anxiety; working memory
National Category
Pedagogical Work
Research subject
Psychology
Identifiers
URN: urn:nbn:se:umu:diva-138003DOI: 10.1080/01443410.2017.1356449OAI: oai:DiVA.org:umu-138003DiVA: diva2:1129074
Projects
Kognitiva implikationer för matematiklärande hos yngre barn
Funder
Swedish Research Council, 2011-2331
Available from: 2017-08-01 Created: 2017-08-01 Last updated: 2017-08-01

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Nyroos, Mikaela
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf