On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies.

摘要: Even at young ages, children self-report experiencing math anxiety, which negatively relates to their achievement. Leveraging a large dataset of first and second grade students' achievement scores, problem solving strategies, attitudes, we explored the possibility that children's anxiety (i.e., fear or apprehension about math) use more advanced in turn Our results confirm our hypothesis and, moreover, demonstrate relation between strategies is strongest with highest working memory capacity. Ironically, who have cognitive capacity avoid using when they are high as result, underperform compared lower peers.