The role of domain-specific working memory and emotion regulation in the mathematics anxiety-performance relation among upper elementary students.

IF 3.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Developmental Psychology Pub Date : 2025-09-08 DOI:10.1037/dev0002081

Peng Peng, Chi Ma

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Abstract

This study examined the role of domain-specific working memory and emotion regulation in the relation between mathematics anxiety and mathematics performance among 264 upper elementary students (Grades 3-5). Participants completed measures of mathematics testing and learning anxiety, verbal and numerical working memory, cognitive reappraisal, expressive suppression, general anxiety, mathematics self-efficacy, and calculation. Results showed that verbal working memory, but not numerical working memory, mediated the relation between mathematics testing anxiety and calculation. Higher verbal working memory exacerbated the negative effects of both mathematics testing and learning anxiety on calculation. Higher cognitive reappraisal exacerbated the negative effects of mathematics testing anxiety on calculation. These findings suggest that mathematics anxiety hinders calculation not by disrupting numerical processing but through verbal rumination and verbal information processing, especially in children with strong verbal working memory. For children who are still developing emotion regulation and foundational mathematics, cognitive reappraisal, a typically adaptive emotion regulation strategy, may paradoxically increase cognitive load, intensifying the adverse effects of mathematics anxiety during testing. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

查看原文本刊更多论文

特定领域工作记忆和情绪调节在小学生数学焦虑-成绩关系中的作用。

本研究以264名3-5年级小学生为研究对象，探讨了特定领域工作记忆和情绪调节在数学焦虑与数学成绩之间的作用。参与者完成了数学测试和学习焦虑、语言和数字工作记忆、认知重评、表达抑制、一般焦虑、数学自我效能和计算的测量。结果表明，语文工作记忆在数学考试焦虑与计算的关系中起中介作用，而非数字工作记忆。较高的语言工作记忆加剧了数学测试和学习焦虑对计算的负面影响。较高的认知重评加重了数学考试焦虑对计算的负面影响。这些发现表明，数学焦虑不是通过干扰数字处理，而是通过言语反刍和言语信息处理来阻碍计算，尤其是在言语工作记忆强的儿童中。认知重评是一种典型的适应性情绪调节策略，但对于仍处于情绪调节和基础数学发育阶段的儿童来说，认知重评反而会增加认知负荷，加剧数学焦虑的不良影响。（PsycInfo Database Record (c) 2025 APA，版权所有）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.80

自引率

2.50%

发文量

329

期刊介绍： Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.