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

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dc.contributor.authorSánchez Pérez, Noelia
dc.contributor.authorFuentes Melero, Luis
dc.contributor.authorGonzález Salinas, Carmen
dc.contributor.departmentPsicología Básica y Metodología
dc.date.accessioned2024-04-15T22:10:50Z
dc.date.available2024-04-15T22:10:50Z
dc.date.issued2024-01-28
dc.description©2024. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Accepted, version of a Published Work that appeared in final form in European Journal of Psychology of Education. To access the final edited and published work see https://doi.org/10.1007/s10212-024-00801-0
dc.description.abstractThis study aimed to ascertain the contribution of children’s efortful 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 specifc 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 signifcant efect on math performance. The fndings suggest that children with higher dispositional efortful self-regulation tend to experience lower levels of math anxiety, with positive efects on math performance.
dc.formatapplication/pdfes_ES
dc.format.extent25
dc.identifier.citationEuropean Journal of Psychology of Education, 2024
dc.identifier.doihttps://doi.org/10.1007/s10212-024-00801-0
dc.identifier.issnPrint: 0256-2928
dc.identifier.issnElectronic: 1878-5174
dc.identifier.urihttp://hdl.handle.net/10201/140842
dc.languageenges_ES
dc.publisherSpringer
dc.relationFunding: Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This research was supported by grants PID2019-107857GA-I00 and PID2022-139066NB-I00 funded by MCIN/ AEI/10.13039/501100011033 and by “ERDF A way of making Europe”.
dc.rightsinfo:eu-repo/semantics/openAccess*
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectMath anxiety
dc.subjectMathematics
dc.subjectEfortful control
dc.subjectChildhood
dc.subjectTemperament
dc.titleThe contribution of children’s efortful control to math performance is partially mediated by math anxietyes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dspace.entity.typePublicationes
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