School Anxiety Research Articles

Establishing the Content Validity of a Modified Bank of School Anxiety Inventory Items for Use Among Adolescents With Chronic Pain.

School anxiety is a prevalent mental health concern that drives school-related disability among youth with chronic pain. The only available measure of school anxiety-the School Anxiety Inventory, Short Version (SAI-SV)-lacks content specificity for measuring school anxiety in pediatric pain populations. We aimed to refine the SAI-SV by obtaining qualitative data about unique school situations that are anxiety-provoking for youth with pain and characterizing the nature of symptoms experienced in these situations. Adolescents with chronic pain (n = 16) completed a semistructured interview focused on experiences with anxiety in school-related academic and social contexts. We employed thematic analysis to extend the empirical understanding of school anxiety from the perspective of patients suffering from pain and to generate new item content. The content was refined with iterative feedback from a separate group of adolescents with chronic pain (n = 5) and a team of expert pain psychologists (n = 3). We identified six themes within the data and generated new items designed to capture anxiety related to negative interactions with teachers and peers, falling behind with schoolwork, and struggles with concentration and fatigue. Participants and experts rated new item content as highly relevant for use among youth with pain. The updated item bank was named the School Anxiety Inventory for Chronic Pain. Future research is needed to complete the psychometric evaluation of the item bank and finalize items to be included in a measure that can be used in research and clinical settings. Implications for treating school-related anxiety among youth with pain are also discussed.

The role of the classroom learning environment in students’ mathematics anxiety: A scoping review

Math anxiety is a common experience that interferes with learning and achievement in mathematics. Considering that mathematics learning mostly takes place within the classroom, it is critical to examine how math anxiety develops in this context. The purpose of the current scoping review was to identify classroom-learning environment factors associated with math anxiety in elementary and high school students. Out of an initial sample of 3011 studies, 28 were eligible for inclusion. Data on author(s), publication year, and study location; sample demographics; classroom variables; intervention details (if applicable); measures; and key results were extracted from articles. Numerous protective and vulnerability factors were identified. Directions for future research and methodological implications were explored.

Internet gaming disorder: Its prevalence and associated gaming behavior, anxiety, and depression among high school male students, Dammam, Saudi Arabia.

BACKGROUND:Video games have become popular in the last few decades, resulting in an increase in reported negative consequences. This study aimed to assess the prevalence of internet gaming disorder (IGD), its association with gaming behavior, depression, and anxiety in male high school students.MATERIALS AND METHODS:This cross-sectional study involved male high school students in Dammam. Schools were selected using stratified random sampling, and data were collected using a self-administered questionnaire. Data analyzed using SPSS v23.0; the initial analysis included descriptive statistics. Continuous and ordinal variables were compared using t-test or Mann–Whitney U test, and ANOVA or Kruskal–Wallis test, as appropriate; Chi-square test was used for categorical variables. Spearman correlation coefficient was calculated to determine the correlation between IGD score and depression and anxiety scores.RESULTS:A total of 726 high school gamers were involved, 87% of whom were Saudi, with a mean age of 16.92 years and 45% were from public schools. The mean IGD score was 18.12, and the prevalence of IGD was 21.85%. Students who spent ≥4 h/day on weekdays or ≥6 h/day at weekends on videogames and gamers who spent ≥200 Saudi Riyals per month on gaming had significantly higher mean IGD scores (P < 0.001). Gamers who used PC/laptop for gaming had significantly higher IGD scores compared to those who used other devices (P = 0.002). Action, fight, open-world games, and games with violence were associated with significantly higher IGD scores. Among students with IGD, 21.7% had moderately severe/severe depression and 11.4% had severe anxiety.CONCLUSION:IGD is a concerning psychiatric disorder in male high school students. It is associated with certain gaming behavior and other mental problems. We recommend future larger-scale research that includes females as well.

Transition of latent classes of children&amp;rsquo;s mathematics anxiety in primary school and the distinctive effects of parental educational involvement: A three-wave longitudinal study

Transition of latent classes of children&amp;rsquo;s mathematics anxiety in primary school and the distinctive effects of parental educational involvement: A three-wave longitudinal study

Research of the Mental States of Anxiety of Fourth-Graders in Secondary Schools during the Progression of the COVID-19 Pandemic

The aim of the article is to study the mental states factors of primary school pupils’ anxiety during the progression of the COVID-19 pandemic. The psychological factors of school anxiety and fears are theoretically substantiated. The methodological starting points of the empirical study are distinguished. The combination of psychological and physiological semantic parameters of the phenomenon is taken into account. Valid psychodiagnostic methods were used. The structure of mental states of pupils’ anxiety, which consisted of five main factors F1-F5 (∑D = 76.371; V = 20.005), was studied by factor analysis of ANOVA. It is established that the principal is the mental state F1 “School anxiety” (D = 38.029; V = 9.962), which is interrelated with the mental state F4 “Self-realization anxiety” (D = 9.711; V = 2.544) (rs=-.443; p≤.01) and the mental state F2 “Emotional-expressive anxiety” (D=16.057; V=4.206) (rs=.373; p≤.01). It was established and grounded that the mental state F5 “Isolation-physiological anxiety” (D=4.529; V=1.186) is suicidal. It is generalized that the obtained empirical results and theoretical substantiations will promote: realization of the decision of educational problems in primary school age; implementation of the obtained results in preventive and corrective-developmental work; will reduce anxiety and affect the formation of adequate behavior of fourth-graders of secondary education.

School anxiety profiles in Spanish adolescents and their differences in psychopathological symptoms.

School anxiety and psychopathological symptoms tend to co-occur across development and persist in adulthood. The present study aimed to determine school anxiety profiles based on Lang’s model of the triple response system (cognitive anxiety, psychophysiological anxiety, and behavioral anxiety) and to identify possible differences between these profiles in psychopathological symptoms (depression, hostility, interpersonal sensitivity, somatization, anxiety, psychoticism, obsessive-compulsive, phobic anxiety, and paranoid ideation). The School Anxiety Inventory (SAI) and the Symptom Assessment-45 Questionnaire (SA-45) were administered to 1525 Spanish students (49% girls) between 15 and 18 years old (M = 16.36, SD = 1.04). Latent Profile Analysis identified four school anxiety profiles: Low School Anxiety, Average School Anxiety, High School Anxiety, and Excessive School Anxiety. A multivariate analysis of variance revealed statistically significant differences among the school anxiety profiles in all the psychopathological symptoms examined. Specifically, adolescents with Excessive School Anxiety showed significantly higher levels of the nine psychopathological symptoms than their peers with Average School Anxiety and Low School Anxiety. In addition, the Excessive School Anxiety profile scored significantly higher in phobic anxiety than the High School Anxiety group. These findings allow to conclude that it is necessary enhance well-being and reduce psychopathology of those adolescents who manifest high and very high reactivity in cognitive, psychophysiological, and behavioral anxiety.

Effects of a Multilevel Resilience-Based Intervention on Mental Health for Children Affected by Parental HIV: A Cluster Randomized Controlled Trial.

The present study aimed to examine the efficacy of the Child-Caregiver-Advocacy Resilience (ChildCARE) intervention, a multilevel resilience-based psychosocial intervention, on mental health outcomes, including depressive symptoms, school anxiety, and loneliness, among children affected by parental HIV in central China. Seven hundred and ninety children (51.6% boys, 6-17 years of age) affected by parental HIV were randomly assigned by cluster to a control group or one of three intervention groups designed to test the three conditions of the ChildCARE intervention (child-only, child + caregiver, child + caregiver + community). Linear mixed-effects modeling was performed to test the intervention effect at 6, 12, and 18 months. The intervention did not yield significant changes in mental health outcomes in the child-only group at any follow-ups, whereas significant reductions in depressive symptoms and loneliness were observed in the child + caregiver group at 12 months. The observed intervention effects were not sustained at 18 months. Also, children who received the additional community component that, was implemented after 12 months did not show larger improvements in mental health outcomes than the control group at 18 months. Lastly, older children (i.e., ≥12 years) were found to benefit more from the intervention than their younger counterparts (i.e., <12 years). Overall, the findings provide some support for the promise of multilevel resilience-based interventions in improving mental health of children affected by parental HIV, but more research is needed to further determine whether multilevel resilience-based interventions can yield sustained effects on mental health.

Методология и методы исследования состояния и причин неуспеваемости у современных школьников

In this article, the author reveals research methods for working with underperforming students. We conducted an electronic survey (in connection with the pandemic) of students in urban schools and their parents, and each question was analyzed. As diagnostic methods for studying the state and causes of academic failure in modern schoolchildren, the author used various methods: the method of theoretical analysis of scientific, pedagogical, psychological, managerial and methodological literature on the research problem, the method of empirical research, the diagnostic method, the method of pedagogical experiment (ascertaining, forming, control and their description). The study of the reasons for academic failure was carried out in three stages, which differed both substantively and procedurally. The first stage was devoted to a questionnaire survey of students and parents of students in order to identify their interest and participation in general in the upbringing and academic performance of the child. At the second stage, the students' color world analyzer was used. And the final, third stage, contains the application of tests of school anxiety to diagnose the socio-psychological climate. The purpose of the methodology is to identify the level of anxiety in adolescents, localized in three main planes: educational activity, relationships with peers and significance in the eyes of adults and self-image. After all, adolescence is still an insufficiently mature and insufficiently socially matured person; it is a person who is at a special stage in the formation of its most important features and qualities. This stage is the borderline between childhood and adulthood.

Long-term effects of a resilience-based intervention on mental health of children affected by parental HIV in China: Testing the mediation effects of emotion regulation and coping

Resilience-based interventions have been found to improve mental health among children affected by parental HIV. Very few studies, however, have explicitly tested the mechanisms of change underlying the effects of resilience-based interventions on mental health among this group of children. The present study utilized a cluster randomized controlled trial to determine the effects of the Child-Caregiver-Advocacy Resilience (ChildCARE) intervention on mental health for children affected by parental HIV. Specifically, we examined the effects of the intervention on three mental health outcomes (i.e., depressive symptoms, school anxiety, loneliness) and whether emotion regulation and coping played mediating roles in the intervention’s effectiveness. Child-caregiver dyads (N = 790) were randomly assigned by clusters to three intervention groups and a control group. Children reported on mental health outcomes for 36 months at 6-month intervals. Latent growth curve models showed that there were no direct impacts of the ChildCARE intervention on changes in mental health outcomes beyond 18-month follow-up. Mediation analyses showed that the ChildCARE intervention yielded significant improvements in positive coping, but not negative coping or emotion regulation at 18 months. Emotion regulation, positive coping, and negative coping were consistently associated with the intercepts (i.e., mean at 18 months) of mental health outcomes. Negative coping also significantly predicted the rates of change of mental health outcomes over time. Findings provide important implications for the development of resilience-based interventions and highlight the promise of interventions that aim to strengthen emotion regulation and coping skills to improve mental health for children affected by parental HIV.

Причины школьной тревожности в псевдолонгитюдном исследовании пятиклассников

Evaluation of school anxiety is a typical task of a school psychologist, since it is an indicator of some overt or latent processes taking place in a school or a particular class. Psychologists have accumulated significant databases, which makes it possible to study the change in the results of the same tests from year to year. The turning point is the fifth. And the most difficult situation can arise when a child meets new teachers not directly, but online due to the pandemic. All this determined the purpose of the study: to compare the levels of anxiety over 7 years (from 2015 to 2021) in one school among students in grade 5. The School Anxiety Scale (SAS) test by B. N. Phillips (B. N. Phillips 1978) was used. This test is widely used by school psychologists, while experts question its effectiveness. In this case, it is not so much the level of anxiety of children that is important for us, but rather the comparison of the change in the results of applying the same test by the same psychologist in the same school. In this paper, we will not analyze the absolute test results in a particular year, but the change in these results from year to year. The results of 189 fifth-graders in one of the schools in the city of central Russia from 2015 to 2021 were analyzed. An analysis of the results revealed two bursts of anxiety, one of which was due to the transition to distance learning as a result of the pandemic, and the other, more pronounced, was associated with the appearance of bullying when a new student entered the class. The data indicate the importance of assessing anxiety, since the test allows one to accurately predict significant changes in the psychological situation at school.

Characteristics of autonomic status and school anxiety in schoolchildren with increased body mass index

BACKGROUND: In the Russian Federation, the incidence of obesity continues to grow among the child population. Vegetative imbalance and chronic stress play an important role in the pathogenesis of obesity and related health disorders. Timely identification of disorders of psycho-vegetative disorders and their correction in overweight children require an integrated approach of medical and pedagogical workers.AIM: To reveal the features of the vegetative status, the level of school anxiety in students with an increased body mass index.MATERIALS AND METHODS: Children with different body mass index (BMI) underwent a comparative analysis of the mean values and structure of revealed violations of cardiointervalography (heart rate variability, HRV) parameters, laboratory test parameters (plasma antioxidant activity, plasma malondialdehyde, triglycerides, total cholesterol, cortisol, magnesium and serotonin) and test parameters School Anxiety Scale of Phillips.RESULTS: The prevalence of overweight was 23.1%. The observation group consisted of 47 schoolchildren with a body mass index (BMI) +1–2 SD the comparison group consisted of 156 children with a normal BMI at the age of 10–15 years. The groups were comparable in terms of sex and age (p=0.629–0.771). Analysis of background HVR indices revealed a decrease in the values of parameters characterizing the activity of the parasympathetic division of the autonomic nervous system (ANS), with a simultaneous increase in the indicators of the sympathetic division of the ANS in the observation group relative to the comparison group (p=0.001–0.023); similar results were obtained during the orthostatic test. The cumulative assessment of CIG indicates a lower activity of the parasympathetic division in the regulation of the state of rest and a greater activity of the sympathetic division of the ANS in response to a stress factor in children with an increased BMI value. The children of the observation group showed higher levels of malondialdehyde (p = 0.041), triglycerides (p&lt;0.001) and cortisol (p=0.093) with lower values of magnesium and serotonin (p=0.074–0.076). The analysis of the level of school anxiety showed that in children of the observation group the average level and frequency of the prevalence of high values of the indicator of general anxiety are higher in 1.3 and 2.5 (p=0.005), fear of self-expression — in 1.3 and 1.8 (p=0.080–0.086), fear of the situation of knowledge testing — by 1.5 (р=0.002) and 2.1 (p&lt;0.001), the level of general anxiety — by 1.2 (р=0.090) and 2.3 times (p=0.036) relative to the comparison group. In the course of the mathematical analysis, the results were obtained indicating the relationship between the parameters of the vegetative and psychological status.CONCLUSION: The problem of excess nutrition remains an urgent issue of modern health care. Excess body weight is accompanied by the activation of the sympathoadrenal system with an increase in the level of school anxiety and all together forms a vicious circle. Excessive nutrition in school-age children requires an integrated approach of specialists in the medical and psychological-pedagogical sphere.

Anxiety Reduction and Improved Concentration in Schoolchildren through Wingwave® Coaching.

(1) Background: For nearly 20 years, the wingwave® method, which combines elements of eye movement desensitization and reprocessing (EMDR) and a muscular strength test, has been used to reduce anxiety and improve relaxation in subjects. Past studies have scientifically evaluated this method in various contexts and have found it to be effective. In this study, we investigated the effects of short-term wingwave® coaching on specific anxiety parameters regarding school, concentration ability, and subjective feelings towards two self-chosen themes in schoolchildren. (2) Methods: A group of 53 schoolchildren aged 11 to 12 years were randomly divided between an experimental and a control group. The experimental group received an intervention of three wingwave® coaching sessions (one hour each). In these sessions, past and present negative feelings towards school as well as psychological resources to face future tasks in school were focused on and utilized. (3) Results: The results showed that the overall text anxiety, manifested anxiety, and dislike of school decreased significantly in the experimental group after the three coaching sessions compared to the control group. Furthermore, both concentration ability and the subjective feeling towards self-chosen subjects improved significantly in the experimental group compared to the control group. (4) Conclusions: Our results indicate that the wingwave® method is an appropriate and effective instrument to reduce school anxiety and to improve concentration performance in schoolchildren—at least in the short and medium term.

The Relationship between Anxiety and Teacher Performance in Private Secondary Schools

The Relationship between Anxiety and Teacher Performance in Private Secondary Schools

Cannabis use in high school adolescents of SousseTunisia: Incidence and predictors

Abstract Background Adolescence is a period of physical, psychological and social transformation. It is during adolescence that people are introduced to psychoactive substances such as cannabis. Understanding the predictors of this risk behavior, would help dealing with this problem more efficiently. The current study aimed to determine the incidence and the predictors of cannabis use among high school students in Sousse governorate between 2017/2018 and 2018/2019 Methods A prospective longitudinal study was conducted in four high schools in the governorate of Sousse during the period from 15/09/2017 to 30/06/2019. Pre-tested self-administered questionnaire served to collect data anonymously among participants about their socio-demographic characteristics, cannabis use, tobacco use, use of electronic cigarettes, illicit substances use, sedentary behavior and mental health disorders among them. Results A total of 404 students were included in our study. The average age of participants was 16.4 (±1.1) years. The cumulative incidence of cannabis use among high school students was 2.2%, (95%CI: 0.8%-3.6%). School failure, anxiety problem, cigarette smoking, vaping and illlicit substances use among friends were found to be significantly associated with cannabis experimentation among them. Whereas its most influential factors were: Current cigarette smoking and current vaping with adjusted odds ratio of: 12.9; 95% CI: 2.4-70.2) and 7.2; 95% CI: 1.3-38.8 respectively. Conclusions This study highlights the association between cigarette and e-cigarette smoking and cannabis use. Future prevention interventions should focus on these risk behaviors with regard to the environmental context. Key messages Cannabis use is not rare among the adolescents of Sousse, Tunisia. Adolescents represent vulnerable sub-group that merit special attention regarding substances use.

Features of physical activity and school anxiety in pupils of the secondary general education school and the cadet corps

Relevance. The relevance of the study is due to the high significance of school anxiety in the formation of psychosomatic diseases and nervous disorders. Identification of risk factors for increased anxiety, one of which is low physical activity, is important for the timely organizing of preventive measures.The aim: to assess the characteristics of physical activity and school anxiety among schoolboys of secondary school and the cadet corps.Materials and methods. The observation group consisted of 47 schoolboys studying in a secondary general school at the age of 13–16; the comparison group consisted of 140 schoolboys of the cadet corps. The comparative assessment of physical activity bases on the analysis of the physical education implementation in educational organizations and the results of a survey according to the author’s questionnaire. A comparison was made of the parameters of bioimpedance analysis (BIA) of body composition, the content of cortisol and serotonin in the blood serum, and indicators of the Phillips school anxiety test.The results. Physical activity in the school system was limited to 3 hours per week, and in the additional education system there are only 14.9 % of schoolboys who devote 6–8 hours a week to sports, which is 3 times less than in the comparison group (46.4 %). Lower values of indicators of physical activity and body composition were found in secondary school boys relative to those in cadet corps (p = 0.015–0.038). The level of cortisol in the blood serum was 1.4 times higher, and the serotonin was 1.2 times less in schoolboys of the schools comparatively to cadets (p = 0.001–0.037). In secondary school schoolboys, relative to cadets, significantly 1.9–3.9 times more often increased values were recorded for the factor general anxiety at school, frustration of the need to achieve success, fear of self-expression, fear of the situation of testing knowledge, fear of not meeting the expectations of others, problems and fears in relations with teachers and general anxiety oppositely directed correlations of weak and moderate strength were established between the frequency and duration of physical education, BIA parameters, cortisol in the blood serum and factors of school anxiety.Conclusion. The values of the factors of school anxiety schoolboys of secondary general school are higher than in boys of the cadet corps and possibly they are associated with irregularity, relatively low duration of physical activity and the degree of development of metabolically active tissues.

Absent on Absenteeism: Academic Silence on Student Absenteeism in Canadian Education

Despite mandatory school attendance policies, many students in Canada are frequently absent from school. Absenteeism is linked to numerous negative educational outcomes and is a growing educational issue internationally. This has lead universities in many countries to study the factors associated with absenteeism in order to reduce it. However, the Canadian educational discourse is largely absent on absenteeism. A review of faculty profiles revealed that no Canadian educational scholar investigates absenteeism as their primary area of research. The lack of empirical knowledge concerning student absenteeism is a contributing factor to the high levels of absenteeism evident in Canada. This article serves as a call to action for Canadian academics to research student absenteeism in order to alleviate the behaviour.&#x0D; Keywords: school attendance, student absenteeism, truancy, school refusal, school anxiety, school withdrawal

Variations and Patterns in Sleep: A Feasibility Study of Young Carers in Families with ALS.

Introduction: Children and youth under the age of 19 provide daily care for family members living with illness, including Amyotrophic Lateral Sclerosis (ALS). Caregiving affects school performance, social support, stress, and anxiety. Yet, little is known about potential disruptions in sleep. Methods: A quasi-experimental matched comparison of age- and gender-matched young carers (n = 8) and non-carers (n = 12) was used in this study. Participants completed a pre/post survey, wore an actigraphy device, and journaled sleep/wake times for 5 days. Results: Young carers had shorter sleep duration (t = 51.19 (11.99)), efficiency (t = 55.49 (14.00)), sleep quality (t = 51.32 (12.26)), and higher rates of utilizing sleep medications (t = 50.81 (11.49)). The case study sleep data showed that carers had lower total sleep time (CG = 6.75 ± 1.47, NCG = 7.08 ± 1.36) and sleep efficiency than non-caregivers (0.80 ± 0.23). Case examples were reported across groups. Conclusions: The study results demonstrate feasibility, while providing crucial initial case data on sleep quality in young carers. The findings underscore the need to better document the impact of caregiving on young carer’s well-being across several areas, including sleep. This data has implications for larger scale studies examining how sleep disruption impacts well-being more broadly and in providing support and respite interventions for young carers across disorders.

Тривожно-емоційний аспект бронхіальної астми в школярів

Проведено обстеження 121 хворої на бронхіальну астму (БА) дитини та 226 здорових підлітків віком 12,98 ± 2,80 року та 12,36 ± 2,80 року відповідно. Мета дослідження: дослідити особистісно-психологічну компоненту БА в дітей шкільного віку. Усім спостережуваним дітям проведено визначення психологічного типу особистості та стану емоційної стійкості з використанням особистісного опитувальника Г. Айзенка (EPI), оцінку тривожності в структурі особистості за тестом Спілбергера, адаптованим Б.Л. Ханіним, та оцінку тривожності в школі за опитувальником Філліпса. БА в дітей супроводжувалася вираженими тривожними реакціями із нашаруванням на особливості переважно тривожної особистості, що викликало емоційний дискомфорт, який посилювався зі зростанням тяжкості перебігу захворювання та зменшувався з посиленням контролю захворювання. Одним із найбільших джерел тривожності є шкільне середовище. У всіх вікових групах опитаних хворих на БА наявні симптоми загальної шкільної тривожності, домінування двох типів темпераменту: меланхолік (32,23 %, n = 39) — емоційно нестійкий інтроверт та холерик (31,40 %, n = 38) — емоційно нестійкий екстраверт — на противагу контрольній групі, де найбільша частина дітей була емоційно стійкими екстравертами — сангвініками. Отже, висока тривожність та емоційна нестабільність у хворих на БА дітей визначають потребу проведення психокорекційної роботи серед цієї категорії школярів для успішного їх лікування.

Effects of a videogame in math performance and anxiety in primary school

The present paper describes the design and evaluation of a videogame developed to support math education and overcome math anxiety (MA) at the primary school level. The game narrative is based on the history of math. The player travels back on time and meets on-player characters such as Pythagoras of Samos and Ada Lovelace, learning about how math was used during their times. The player is invited to play a minigame where the concepts shared by the characters are used as a strategy to win. The game’s evaluation consisted of a pre and post-testing study that measured students’ math performance and MA levels. The experiment also included a group interview to collect students’ perceptions about the game. The experiment lasted five weeks, and 88 students from three primary schools played the game on weekly sessions 45-60 minutes long. Statistical analysis suggested the game significantly improves students’ math performance. However, the results indicated that female students from one of the classrooms had higher MA levels after playing the game. In addition, qualitative data shows students had a high level of engagement with the gameplay.

General academic anxiety and math anxiety in primary school. The impact of math anxiety on calculation skills

Some academic subjects, such as math, produce negative feelings, influencing achievement. Math anxiety interferes with processing math-related or number-related information and tasks in ordinary life and academic situations. It differs from general academic anxiety that involves all the academic situations, independently by the specificity of the study subject. Further, it is possible to identify two correlated dimensions of math anxiety which may considerably interfere with math performance: anxiety related to learning mathematics and that experienced during tests. This study investigated the relationship between general academic anxiety, math anxiety, and calculation skill in schoolchildren (N = 204). Results showed that math anxiety was negatively associated with calculation performance in schoolchildren. More specifically, anxiety for math tests correlated negatively with numerical knowledge, calculation accuracy, and calculation speed, while anxiety for learning math correlated negatively with written calculation scores. These findings have a great educational interest. Indeed, calculation skills are central in school and daily life so teachers should recognize math anxiety precociously and promote educational interventions to control it.