Noelia Sánchez-Pérez, Luis J. Fuentes, Carmen González-Salinas
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The contribution of children’s effortful control to math performance is partially mediated by math anxiety
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.
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.
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