Math anxiety, intelligence, and performance in mathematics: Insights from the German adaptation of the Abbreviated Math Anxiety Scale (AMAS-G)

Abstract

Math anxiety (MA) affects students in various countries and across educational levels. Here, we first evaluated a German adaptation of Abbreviated Math Anxiety Scale (AMAS-G). The AMAS-G was administered to 341 university students as part of a larger test battery, including the assessment of intelligence facets (numerical, figural, verbal) and indicators of math performance (arithmetic fact retrieval, arithmetic procedures, higher-order mathematics). The AMAS-G turned out to be a reliable and valid tool to assess MA. We then further aimed to elucidate the link between MA and math performance by controlling for intelligence differences. Numerical intelligence mediated the relationship between MA and all three indicators of math performance. However, while the relationship between MA and arithmetic fact retrieval was fully mediated by numerical intelligence, MA remained directly related to arithmetic procedures and higher-order mathematics. Results suggest that students with MA show both lower numerical intelligence and specific deficits in mathematics.