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The current study assessed reliability and validity evidence of the shortened Swedish Mathematics Anxiety Rating Scale—Elementary (MARS-E), using data from three time points. After initial pilot tests, a total of 429 students participated in the study, completing the MARS-E twice during grade 4 and once during grade 5. Confirmatory factor analyses supported a one-factor structure at each timepoint. The scale displayed both longitudinal and gender measurement invariance across timepoints, ensuring both stability and fairness across gender and time. Factor correlations with criterion variables were examined, revealing a strong correlation between math anxiety (MA) and test anxiety (TA) (r = 0.707). However, the two constructs had distinct relationships to other criterion variables, such as math performance (rma = − 0.343, rta = − 0.110) and self-concept in math (rma = − 0.580, rta = − 0.273). Gender correlations provided evidence of girls being more strongly associated with higher math anxiety scores compared to boys. The current paper provides evidence of the Swedish MARS-E as a valid, easily interpreted, unidimensional instrument for measuring math anxiety in Swedish primary school students. Additionally, the study highlights the gender disparities concerning math anxiety as early as grades 4 and 5.

Introduction: The negative relationship between math anxiety and mathematics performance is well established. However, factors such as how math anxiety is operationalized, the specific mathematical domain, gender, and cultural context may influence this relationship. Still, these factors have not been considered together and the results in primary school students have been inconsistent. Thus, this study aimed to investigate how math anxiety is related to arithmetic fluency and number processing in fourthgrade students across three cultural contexts (Finnish- and Swedish-speaking students from Finland and Swedish-speaking students from Sweden). In addition, we investigated the dimensionality of math anxiety (i.e., cognitive and affective dimensions) and gender differences in the level of and relations between math anxiety and mathematics performance.

Methods: The sample included 1022 fourth-grade students (52.6% girls) from Finland and Sweden. The participants completed a survey measuring their math anxiety and a mathematics performance test (arithmetic fluency and number processing).

Results: Confirmatory factor analysis supported a two-dimensional math anxiety construct for the Finnish-speaking sample and a unidimensional math anxiety construct for the Swedish-speaking samples. The negative math anxiety–performance relationship was demonstrated in each sample, showing a slightly stronger association for arithmetic fluency than number processing. On average girls experienced higher levels of math anxiety and boys had better arithmetic fluency. The negative relationship between math anxiety and mathematics performance, especially for number processing, was stronger for boys.

Conclusion: The results highlightthe relationships between math anxiety and mathematics performance in fourth-grade students in Finland and Sweden. More research considering cultural (e.g., language) and gender differences is needed.

It is well established that math anxiety has a negative relationship with math performance (MP). A few theories have provided explanations for this relationship. One of them, the Attentional Control Theory (ACT), suggests that anxiety can negatively impact the attentional control system and increase one's attention to threat-related stimuli. Within the ACT framework, the math anxiety (MA)—working memory (WM) relationship is argued to be critical for math performance. The present meta-analyses provides insights into the mechanisms of the MA—MP relation and the mediating role of WM. Through database searches with pre-determined search strings, 1,346 unique articles were identified. After excluding non-relevant studies, data from 57 studies and 150 effect sizes were used for investigating the MA—MP correlation using a random-effects model. This resulted in a mean correlation of r = −0.168. The database search of WM as a mediator for the MA—MP relation revealed 15 effects sizes leading to a descriptive rather than a generalizable statistic, with a mean indirect effect size of −0.092. Overall, the results confirm the ACT theory, WM does play a significant role in the MA—MP relationship.

Attentional Control Theory posits that anxiety can impair attentional processes critical for complex tasks. This longitudinal study applies the theory to a math anxiety – math performance context within primary school students, investigating the roles of working memory as well as self-concept as mediators. Specifically, this study assesses the impact of these cognitive and self-belief mediators on arithmetic fluency and number processing and examines gender differences in the mediation pathways. Findings suggest that both working memory and self-concept mediate the negative relationship between math anxiety and math performance. Specifically, higher math anxiety levels were linked to reduced working memory and lower self-concept, working memory later affected both math outcomes. The mediation effects were stable across gender, with both mediators significantly impacting girls, and to a large extent, boys. These findings highlight the importance of addressing both cognitive and self-belief factors in educational interventions aimed at reducing math anxiety and improving performance.