Additive and multiplicative effects of working memory and test anxiety on mathematics performance in grade 3 students

A1 Journal article (refereed)


Internal Authors/Editors


Publication Details

List of Authors: Johan Korhonen, Mikaela Nyroos, Bert Jonsson, Hanna Eklöf
Publisher: Routledge, Taylor and Francis
Publication year: 2018
Journal: Educational Psychology
Volume number: 38
Issue number: 5
Start page: 572
End page: 595
eISSN: 1469-5820


Abstract

The aim of this study was to investigate the interplay between test anxiety and working memory (WM) on mathematics performance in younger children. A sample of 624 grade 3 students completed a test battery consisting of a test anxiety scale, WM tasks and the Swedish national examination in mathematics for grade 3. The main effects of test anxiety and WM, and the two-way interaction between test anxiety and WM on mathematics performance, were modelled with structural equation modelling techniques. Additionally, the effects were also tested separately on tasks with high WM demands (mathematical problem-solving) versus low WM demands (basic arithmetic). As expected, WM positively predicted mathematics performance in all three models (overall mathematics performance, problem-solving tasks, and basic arithmetic). Test anxiety had a negative effect on problem-solving on the whole sample level but concerning basic arithmetic only students with lower WM were affected by the negative effects of test anxiety on performance. Thus, students with low WM are more vulnerable to the negative effects of test anxiety in low WM tasks like basic arithmetic. The results are discussed in relation to the early identification of test anxiety.


Keywords

latent interaction, Mathematics, test anxiety, working memory

Last updated on 2019-17-11 at 05:21