Patterns of Attention and Anxiety in Predicting Arithmetic Fluency among School-Aged Children.

Although the interaction between anxiety and attention is considered crucial for learning and performance in mathematics, few studies have examined these cognitive and affective predictors in a single framework or explored the role of sustained attention in promoting children's arithmetic performance, using traditional linear analyses and latent profile analysis (LPA). In this paper, state anxieties (in a math test and in an attention test situation), general anxiety traits, sustained attention (performance-based test and attention deficit/hyperactivity disorder (ADHD) self-ratings) and math achievement of 403 fourth and fifth graders (55.8% girls) were assessed. A negative correlation between state anxiety prior to the math test and arithmetic achievements was identified, even when controlling for other non-math related state anxieties and general anxiety. Sustained attention was a strong predictor of arithmetic achievement and functioned as a moderator in the anxiety-performance link. LPA identified six distinct profiles that revealed a complex relationship with arithmetic fluency. The weakest achievement was found for a specific math anxiety subgroup. The findings highlight the important role of the interaction of anxiety and sustained attention in children's ability to perform math and enable new conclusions about the specific nature of math anxiety. Implications for future research are discussed.

A latent profile analysis of math anxiety and core beliefs toward mathematics among children.

Recent findings on the negative impacts of math anxiety (MA) have raised questions for educational and clinical research regarding effective intervention programs. One basic approach for developing intervention programs in the field of cognitive behavioral therapy is to gain an in-depth understanding of the cognitive beliefs of children with a specific mental problem. By applying latent profile analysis (LPA), the present study aimed at identifying different patterns of MA and providing further insights into its cognitive phenomenology. For this purpose, trait-MA, state-MA, attitudes toward math, academic self-concepts, fixed/growth mindsets, executive functions, and math performance of 475 fourth and fifth graders (48.2% girls) were assessed. LPA indicated seven distinct profiles characterized by different dimensions and patterns of state-MA, trait-MA, and core beliefs toward math. Furthermore, the profiles showed clearly different math performances. The weakest performances were found for a profile with highest state-MA, high trait-MA, and negative cognitive beliefs toward math and a profile with average state-MA, high trait-MA, and negative cognitive beliefs toward math, whereas the highest achieving profile had no state-MA, high trait-MA, and very positive cognitive beliefs toward math. The findings underline the complexity of MA and emphasize the necessity to develop interventions with careful consideration of the heterogeneous patterns.

State- and trait-math anxiety and their relation to math performance in children: The role of core executive functions.

This study examines the interplay of state- and trait-math anxiety (MA) and core executive functions (CEF) on math achievement in children. According to attention control theory, MA affects the CEF by triggering the inhibition function, so that some working memory (WM) is blocked, thus reducing task processing capacity. However, research on the interplay between MA and CEF in children is rare, and the findings in the literature are inconsistent. In this paper, state- and trait-MA, math achievement, CEF (inhibition, cognitive flexibility, working memory capacity, global index of CEF) and self-ratings of ADHD symptoms (attention deficits, hyperactivity, impulsiveness) of 646 fourth and fifth grade students (48.1% girls) are assessed. CEF were evaluated with a tablet-based test. The data revealed negative correlations between state-MA and math achievement for all CEF levels and cognitive processes. However, inhibition control functioned as a moderator of the relation between state-MA and math achievement. Children with higher inhibition abilities showed more pronounced negative relations. No moderation effects were identified for working memory capacity and the CEF global index. The findings highlight the importance of distinguishing between these three CEF and raise questions for future research on the interplay between cognitive and affective factors as predictors of math achievement.

Relation of attention deficit hyperactivity disorder (ADHD) to basic number skills and arithmetic fact retrieval in children.

Although research has provided evidence for a clear association of core executive function (CEF) to math performance, fewer studies have been carried out on arithmetic fact retrieval in relation to the symptoms of attention deficit hyperactivity disorder (ADHD). The present study assessed mathematical achievement on a basic number skill test and on an arithmetic fact retrieval task. Besides math achievement, self-ratings of ADHD symptoms (attention deficits, hyperactivity, impulsivity), core executive functions (inhibition, cognitive flexibility, working memory capacity, global index) and state anxiety in 646 fourth and fifth grade students (48.1 % girls) were measured. CEF was evaluated by means of a tablet-based test. Regression analysis showed different predictors for both math abilities. While all CEF measures, inattention and impulsivity self-ratings predicted basic number skills, only inhibition, WMC and inattention self-rating were predictors of arithmetic fact retrieval. On the basis of a cluster analysis of ADHD self-ratings and CEF performance, three different groups were identified: 1: low ADHD, average CEF; 2: high ADHD, low CEF; 3: moderate ADHD, high CEF. Cluster 2 showed scores below the mean in both math scores, whereas cluster 3 exhibited performances above the mean in both math scores. No math differences were found between cluster 1 and 3. The data yield evidence that the association between CEF and math achievement depends on the specific math skill and test type. The results underline the importance of differentiating between CEF components and specific math abilities. Implications for future research on the associations between mathematics, ADHD and CEF are discussed.