Towards an Integrative Model of Math Cognition: Interactions between Working Memory and Emotions in Explaining Children’s Math Performance

Journal of Intelligence, vol. 11, pp. 136

Abstract

Individual variation in mathematical skills can be ascribed to differences in cognitive ability, but also to students' emotional experiences of mathematics, such as enjoyment and anxiety. The current study investigated how the interplay of working memory with math anxiety and enjoyment explains mathematical performance in primary school students. We also explored whether these relations differed with the type of math test and students' age. Using mixed effect models, we reanalyzed data from 4471 Dutch primary school students (grades 2-6) who had completed two computerized working memory tasks, had filled out a questionnaire on math emotions, and had completed two math tests: story problems and speeded arithmetic. Findings showed that working memory, anxiety, and enjoyment were linear (but not curvilinear) predictors of performance on both tests, while some relations were stronger for the math (story)-problem-solving test. Higher math anxiety negatively impacted performance more strongly for students with stronger working memory skills, but only on the arithmetic test. No interaction between working memory and enjoyment was found. The relation between math anxiety and math performance increased with grade level, but no other age-related changes were found. Interpretations and recommendations focus on situated views on learning and emotion.

Authors 3

1. Sanne H.G. van der Ven corresponding

   Radboud University Nijmegen

   Affiliation as printed

   Behavioural Science Institute, Radboud University Nijmegen, Thomas van Aquinostraat 4, 6525 GD Nijmegen, The Netherlands

2. Emilie J. Prast Aachen Faculty of Social and Behavioral Sciences Institute of Education and Child Studies

   Leiden University

   Affiliation as printed

   Faculty of Social and Behavioral Sciences, Institute of Education and Child Studies, Leiden University, Wassenaarseweg 52, 2333 AK Leiden, The Netherlands

3. Eva van de Weijer‐Bergsma

   Utrecht University

   Affiliation as printed

   Faculty of Social and Behavioral Sciences, Department Education and Pedagogy, Utrecht University, Heidelberglaan 1, 3584 CS Utrecht, The Netherlands