Although the impact of non-cognitive factors, such as math anxiety, math test-taking anxiety, and attitudes toward mathematics, has been extensively studied, this area remains partially unexplored in the realm of national assessments. This research focuses on the analysis of the validity and reliability of an 11-item questionnaire introduced by…

The current study was conducted to investigate the relationship between math anxiety and math achievement, highlighting differences in motivation based on age, and the mediating effects of task persistence as well as aspects of the expectancy-value theory. The students in the study (grade five N = 335, grade eight N = 251) were from Estonian…

The current study assessed reliability and validity evidence of the shortened Swedish Mathematics Anxiety Rating Scale--Elementary (MARS-E), using data from three time points. After initial pilot tests, a total of 429 students participated in the study, completing the MARS-E twice during grade 4 and once during grade 5. Confirmatory factor…

This study extends prior research by manipulating both intervention and skill difficulty using a multiple baseline across participants design with changing phases in a virtual tutoring environment. Participants were four U.S. students from third and fifth grades for whom appropriate and challenging instructional targets were selected following…

This study investigated the predictive relationship between mathematics anxiety and mathematics performance using a more sensitive measure of performance, fluency. Fourth and fifth grade students completed a seven-page packed which included a demographic questionnaire, the Mathematics Anxiety Scale for Children (MASC), a mixed math probe measuring…

Mathematics anxiety hinders students' mathematical achievement already in primary school, but research on its effects beyond whole number knowledge is limited. The main aim of the current study is to examine how state and trait mathematics anxiety relate to performance across five tasks that are relevant for the development of mathematics in…

Understanding math and the ability to use math in various situations can greatly contribute to a successful life. Different math skills are of importance for understanding and supporting math ability. In addition, math interest may influence math ability. We investigated the relationship between math conceptual and procedural skills, their…

Studies on math learning programs are lacking that consider a wide set of outcome variables, and students' practice behavior. Therefore, we investigated whether an adaptive arithmetic learning program fosters students' math performance (addition and subtraction), math self-concept, and a reduction of math anxiety, and how practice behavior…

This study investigated the relationship between non-cognitive factors (mathematics anxiety, Emotional Intelligence, and mathematics self-concept) and mathematics performance in students with and without Mathematics Learning Disability (MLD). Participants were 340 3rd, 4th, and 5th grade students from a public elementary school. Results showed…

A problem influencing mathematics performance and student's perceptions of their ability to learn mathematics is mathematics anxiety. This mixed method study examined the perceptions, correlations, and mathematical conversations of Hispanic fourth and fifth grade low-performing students and their parents. A psychological approach provided the…

The aim of this study was to examine the effects of self-regulated Jigsaw IV on mathematics achievement, self-efficacy beliefs, and mathematics anxiety among 5th-grade students. The pretest and post-test non-equivalent control group design was utilized in the study. The participants consisted of 40 fifth graders, half of them were assigned to the…

The present study tested the learning avoidance model by examining the degree to which learning avoidance in various afterschool settings mediated the negative association between math anxiety and math achievement. Participants consisted of 207 third to sixth graders. Using a path model, findings showed that students' math anxiety was negatively…

A solid foundation in mathematics is beneficial not only for individuals' concurrent and later academic achievement, but also for future career success and financial stability. Rational number knowledge plays a pivotal role in mathematical success, yet it is often regarded as a challenging area to grasp comprehensively. The dissertation aims to…

Background: Digital game-based learning (DGBL) has the potential to provide a gender inclusive learning environment for children. Objective: The present study aimed to explore gendered differences among primary school learners in grades three, four, and five within the context of game-based fraction learning from cognitive, motivational and…

Previous research examined the influence of math anxiety (MA) on performance in mathematics, but few studies compared the contribution of MA to other forms of anxiety, such as test and general anxiety (GA). Unlike MA, ego-resiliency promotes the management of challenges, and has been positively associated with mathematics performance. In this…