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  • 1.
    Finell, Jonatan
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Beteendevetenskapliga mätningar (BVM).
    Sammallahti, Ellen
    Korhonen, Johan
    Eklöf, Hanna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Beteendevetenskapliga mätningar (BVM).
    Jonsson, Bert
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Beteendevetenskapliga mätningar (BVM).
    Working Memory and Its Mediating Role on the Relationship of Math Anxiety and Math Performance: A Meta-Analysis2022Ingår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 12, artikel-id 798090Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    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.

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  • 2.
    Räsänen, Pekka
    et al.
    Faculty of Technology, University of Turku, Turku, Finland; Division of Social and Health Services, Helsinki, Finland.
    Aunio, Pirjo
    Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.
    Laine, Anu
    Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.
    Hakkarainen, Airi
    Open University, University of Helsinki, Helsinki, Finland.
    Väisänen, Eija
    Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.
    Finell, Jonatan
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rajala, Teemu
    Faculty of Technology, University of Turku, Turku, Finland.
    Laakso, Mikko-Jussi
    Faculty of Technology, University of Turku, Turku, Finland.
    Korhonen, Johan
    Faculty of Education and Welfare Studies, Åbo Akademi University, Turku, Finland.
    Effects of Gender on Basic Numerical and Arithmetic Skills: Pilot Data From Third to Ninth Grade for a Large-Scale Online Dyscalculia Screener2021Ingår i: Frontiers in Education, E-ISSN 2504-284X, Vol. 6, artikel-id 683672Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this study, we analyzed the development and effects of gender on basic number skills from third to ninth grade in Finland. Because the international comparison studies have shown slightly different developmental trends in mathematical attainment for different language groups in Finland, we added the language of education as a variable in our analysis. Participants were 4,265 students from third to ninth grade in Finland, representing students in two national languages (Finnish, n = 2,833, and Swedish, n = 1,432). Confirmatory factor analyses showed that the subtasks in the dyscalculia screener formed two separate factors, namely, number-processing skills and arithmetic fluency. We found a linear development trend across age cohorts in both the factors. Reliability and validity evidence of the measures supported the use of these tasks in the whole age group from 9 to15 years. In this sample, there was an increasing gender difference in favor of girls and Swedish-speaking students by grade levels in number-processing skills. At the same time, boys showed a better performance and a larger variance in tasks measuring arithmetic fluency. The results indicate that the gender ratio within the group with mathematical learning disabilities depends directly on tasks used to measure their basic number skills.

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  • 3.
    Sammallahti, Ellen
    et al.
    Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland.
    Finell, Jonatan
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Beteendevetenskapliga mätningar (BVM).
    Jonsson, Bert
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Beteendevetenskapliga mätningar (BVM).
    Korhonen, Johan
    Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland.
    A meta-analysis of math anxiety interventions2023Ingår i: Journal of Numerical Cognition, E-ISSN 2363-8761, Vol. 9, nr 2, s. 346-362Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The experience of math anxiety can have detrimental effects on students’ math performance, and researchers have in recent years tried to design interventions aiming at reducing math anxiety. This meta-analysis aimed to examine the effectiveness of math anxiety interventions in reducing math anxiety and improving math performance. The meta-analysis comprised 50 studies and included 75 effect sizes. On average, the effect sizes were moderate (g =-0.467) for reducing math anxiety and improving math performance (g = 0.502). Interventions that focused on Cognitive support or regulating Emotions were effective both in reducing math anxiety and improving math performance. In addition, longer interventions and interventions targeting students older than 12 had the biggest decrease in math anxiety. Study quality was not related to intervention outcomes.

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