Abstract
ABSTRACT There is limited evidence on the occurrence of math anxiety among kindergarten children. This study sought to measure the occurrence of math anxiety in this group by adapting a math anxiety scale to Chilean children and evaluating the association between math anxiety and mathematical performance. The sample included 124 kindergarten children (age M = 5.69) enrolled in Chilean public schools. The results confirmed the two-factor structure of the original scale (worry and somatization). Notably, outcomes pertaining to math anxiety did not show gender differences or an association with math self-concept. A multiple regression analysis revealed that math anxiety is a significant predictor of mathematical skills, even after controlling for gender, age and math self-concept. These results underscore the significance of tackling math anxiety during early education to foster early mathematical learning in children.
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