The contribution of children’s effortful control to math performance is partially mediated by math anxiety

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-02-19 DOI:10.1007/s10212-024-00801-0

Noelia Sánchez-Pérez, Luis J. Fuentes, Carmen González-Salinas

引用次数: 0

Abstract

This study aimed to ascertain the contribution of children’s effortful control (EC) to math achievement by testing the mediational involvement of math anxiety. Participants were 704 children (367 girls) aged between 7 and 12 years (M = 9.43, SD = 1.23). Children’s EC was measured by parent’s report, math anxiety was assessed through self-report, whereas math achievement was evaluated by performance on standard math tests. The models tested involved EC higher-order factor or specific EC components (activation control, attentional focusing, and inhibitory control). The results showed that activation control, attentional focusing, and EC higher-order factor contributed to math performance directly and through the mediation of math anxiety. Inhibitory control did not yield a significant effect on math performance. The findings suggest that children with higher dispositional effortful self-regulation tend to experience lower levels of math anxiety, with positive effects on math performance.

Abstract Image

查看原文本刊更多论文

儿童的努力控制对数学成绩的影响部分受数学焦虑的影响

本研究旨在通过测试数学焦虑的中介作用，确定儿童的努力控制（EC）对数学成绩的贡献。参与者为 704 名 7 至 12 岁的儿童（367 名女孩）（中位数 = 9.43，标准差 = 1.23）。儿童的EC通过家长报告进行测量，数学焦虑通过自我报告进行评估，而数学成绩则通过标准数学测试的成绩进行评估。所测试的模型涉及情绪控制高阶因子或具体的情绪控制成分（激活控制、注意力集中和抑制控制）。结果显示，激活控制、注意力集中和EC高阶因子直接或通过数学焦虑的中介作用对数学成绩做出了贡献。抑制控制对数学成绩没有显著影响。研究结果表明，具有较高倾向性努力自我调节能力的儿童往往具有较低的数学焦虑水平，从而对数学成绩产生积极影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.