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The role of cognitive-affective factors in underachievement
Umeå University, Faculty of Social Sciences, Department of Psychology. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
Åbo akademi, Vasa, Finland.
Umeå University, Faculty of Social Sciences, Department of Psychology.
Umeå University, Faculty of Social Sciences, Department of applied educational science.
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

There is converging evidence on the strong relationship between working memory capacity and mathematical performance. Test anxiety is a potential moderating factor involved in the relationship between working memory and academic performance. Based on Eysenck and Calvo’s (1992) Processing Efficiency Theory the present study investigated whether associations between working memory and educational achievement in mathematics were moderated by test anxiety. 624 children aged 9-10 years completed verbal, spatial, and complex working memory tasks. Test anxiety was measured using the Children’s Test Anxiety Scale (Wren & Benson, 2004). Mathematical performance was assessed using the Swedish national test in mathematics.

Place, publisher, year, edition, pages
2013.
National Category
Psychology Mathematics
Identifiers
URN: urn:nbn:se:umu:diva-85471OAI: oai:DiVA.org:umu-85471DiVA: diva2:693706
Conference
30th Annual Symposium of the Finnish Mathematics and Science Education Research Association, Vaasa, Finland, November 6-8, 2013
Available from: 2014-02-04 Created: 2014-02-04 Last updated: 2014-02-26Bibliographically approved

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Nyroos, MikaelaJonsson, BertEklöf, Hanna
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Department of PsychologyUmeå Mathematics Education Research Centre (UMERC)Department of applied educational science
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CiteExportLink to record
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