How trait and state mathematics anxiety could affect performance: Evidence from children with and without Specific Learning Disorders

Abstract

The aim of this study was to investigate trait and state mathematics anxiety (MA) in children with Specific Learning Disorders (SLD; N = 56), aged between 8 and 14 years old, compared to non-diagnosed (ND; N = 56) participants matched for age, gender, and IQ. In addition to a trait-like questionnaire on MA, participants were tested with a time-pressure math task, during which MA-state components and perceived competence were assessed. Lower levels of trait MA and a higher task-related perception of competence were found to positively predict math attainment in the entire sample, whereas specific MA-state patterns emerged distinctly in children with and without SLD. In children with SLD, a higher emotional arousal during the task was consistent with better performance, whereas greater worries were linked to worse math execution. Conversely, in ND children, greater task-related worries were associated with better performance. Educational institutions and practitioners should consider how emotional responses, self-evaluations, negative thoughts, and worries may impact the process of learning mathematics. These factors can significantly affect performance, especially when assessing the acquisition of specific mathematical skills. Educational relevance and implications statementThe findings of the present study reveal that the math performance of children, both with and without SLD, may be negatively influenced by specific emotional responses, intrusive thoughts, and worries. Therefore, it is crucial to consider both protective and risk factors in educational practices. On a practical level, teachers and clinicians should be aware that proficiency might be affected by time pressure, potentially elevating the level of state mathematics anxiety. Interventions that focus on affective and cognitive factors related to performance could have positive implications for the learning process in students facing academic difficulties.