The interplay between affective and cognitive factors in shaping early proficiency in mathematics

Abstract

Abstract Background Literature that investigates the factors underlining arithmetic problem-solving achievement extensively evaluates the cognitive components, such as Working Memory (WM) and Processing Speed, at the basis of this acquisition. Recently, studies have shown that also the emotional factors, such as Math Anxiety (MA), could play a crucial role for arithmetic problem-solving. However, the interplay between cognitive and emotional factors is still poorly explored, especially in young students. Aims and method In this study, we tested 145 fourth-grade students to evaluate the possible combined effect of cognitive (i.e., WM, Processing Speed) and emotional (i.e., Math Anxiety) factors in untimed arithmetical problem-solving achievement. We further compared the cognitive profile of the children classified according to their MA level. Results Regression analysis showed that MA significantly contributed to explain arithmetic problem-solving achievement even after having accounted for the cognitive abilities (WM and Processing Speed). In addition, the comparison between high-MA and low- MA children showed that the former had decreased performance in arithmetical problem-solving and WM tasks. Conclusion On the whole, data seem to corroborate the findings concerning the crucial role of math anxiety on math achievement even in untimed math tasks and, crucially, already in young student. Findings are discussed in terms of math educational context and underline the need to include the emotional factors when developing interventions on poor math achievement.