Home-visiting support during pregnancy or soon after the birth of an infant can be advantageous for maternal well-being and infant development. The best results have been identified when home visitors are professionals, especially nurses, and if a theoretically driven curriculum is followed with fidelity. Some suggest that disadvantaged families, who may avoid professional services, respond well to support from community volunteers, but there is less evidence about their impact. This study identified potentially vulnerable mothers during pregnancy in randomly allocated neighbourhoods where local volunteer home-visiting schemes agreed to offer proactive volunteer support and control areas where the local home-visiting schemes did not offer this proactive service. Taking demographic, child, and family factors into account, there were no significant differences in infant cognitive development at 12 months of age between families who had been supported by a volunteer and those who had not. Better cognitive development was predicted by less reported parenting stress when infants were 2 months and a more stimulating and responsive home environment at 12 months. The results suggest that unstructured proactive volunteer support for potentially vulnerable families is not likely to enhance infant development. Limitations of the cluster-randomised design are discussed.
{"title":"The impact on child developmental status at 12 months of volunteer home-visiting support","authors":"J. Barnes","doi":"10.1155/2012/728104","DOIUrl":"https://doi.org/10.1155/2012/728104","url":null,"abstract":"Home-visiting support during pregnancy or soon after the birth of an infant can be advantageous for maternal well-being and infant development. The best results have been identified when home visitors are professionals, especially nurses, and if a theoretically driven curriculum is followed with fidelity. Some suggest that disadvantaged families, who may avoid professional services, respond well to support from community volunteers, but there is less evidence about their impact. This study identified potentially vulnerable mothers during pregnancy in randomly allocated neighbourhoods where local volunteer home-visiting schemes agreed to offer proactive volunteer support and control areas where the local home-visiting schemes did not offer this proactive service. Taking demographic, child, and family factors into account, there were no significant differences in infant cognitive development at 12 months of age between families who had been supported by a volunteer and those who had not. Better cognitive development was predicted by less reported parenting stress when infants were 2 months and a more stimulating and responsive home environment at 12 months. The results suggest that unstructured proactive volunteer support for potentially vulnerable families is not likely to enhance infant development. Limitations of the cluster-randomised design are discussed.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/728104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64347511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Guilherme Maia de Oliveira Wood, Pedro Pinheiro-Chagas, Helga Krinzinger, Liane Kaufmann, K. Willmes, V. Haase
Math anxiety is a relatively frequent phenomenon often related to low mathematics achievement and dyscalculia. In the present study, the German and the Brazilian versions of the Mathematics Anxiety Questionnaire (MAQ) were examined. The twodimensional structure originally reported for the German MAQ, that includes both affective and cognitive components of math anxiety was reproduced in the Brazilian version. Moreover, mathematics anxiety also was found to increase with age in both populations and was particularly associated with basic numeric competencies and more complex arithmetics. The present results suggest that mathematics anxiety as measured by the MAQ presents the same internal structure in culturally very different populations.
{"title":"Math Anxiety Questionnaire: Similar Latent Structure in Brazilian and German School Children","authors":"Guilherme Maia de Oliveira Wood, Pedro Pinheiro-Chagas, Helga Krinzinger, Liane Kaufmann, K. Willmes, V. Haase","doi":"10.1155/2012/610192","DOIUrl":"https://doi.org/10.1155/2012/610192","url":null,"abstract":"Math anxiety is a relatively frequent phenomenon often related to low mathematics achievement and dyscalculia. In the present study, the German and the Brazilian versions of the Mathematics Anxiety Questionnaire (MAQ) were examined. The twodimensional structure originally reported for the German MAQ, that includes both affective and cognitive components of math anxiety was reproduced in the Brazilian version. Moreover, mathematics anxiety also was found to increase with age in both populations and was particularly associated with basic numeric competencies and more complex arithmetics. The present results suggest that mathematics anxiety as measured by the MAQ presents the same internal structure in culturally very different populations.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/610192","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64337221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mathematics anxiety has been the subject of several books and numerous research papers, suggesting that it is a significant issue for many people. Children and adults develop strategies to cope with this anxiety, one of which is avoidance. This paper presents data taken from over 2500 mathematics test papers in order to compare the levels of accuracy and the frequency of the use of the “no attempt” strategy, that is, avoidance, for arithmetic problems given to children aged from 10 years to adults aged up to 49 years from across the UK.
{"title":"Beliefs, Anxiety, and Avoiding Failure in Mathematics","authors":"S. Chinn","doi":"10.1155/2012/396071","DOIUrl":"https://doi.org/10.1155/2012/396071","url":null,"abstract":"Mathematics anxiety has been the subject of several books and numerous research papers, suggesting that it is a significant issue for many people. Children and adults develop strategies to cope with this anxiety, one of which is avoidance. This paper presents data taken from over 2500 mathematics test papers in order to compare the levels of accuracy and the frequency of the use of the “no attempt” strategy, that is, avoidance, for arithmetic problems given to children aged from 10 years to adults aged up to 49 years from across the UK.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/396071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64319327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
44 Grade 3 children and 45 Grade 5 children from English primary schools were given the British abilities scales basic number skills subtest, and a Mathematics Attitude and Anxiety Questionnaire, using pictorial rating scales to record their Self-rating for maths, Liking for maths, Anxiety about maths, and Unhappiness about poor performance in mathematics. There were few year group differences in attitudes. Boys rated themselves higher than girls, but did not differ significantly in actual performance. Overall, Anxiety was not related to actual performance, but Self-rating was. This relationship between Self-rating and actual performance seemed to develop between Grade 3 and Grade 5. Implications of the findings are discussed.
{"title":"Attitudes to Mathematics in Primary School Children","authors":"A. Dowker, K. Bennett, Louis M. Smith","doi":"10.1155/2012/124939","DOIUrl":"https://doi.org/10.1155/2012/124939","url":null,"abstract":"44 Grade 3 children and 45 Grade 5 children from English primary schools were given the British abilities scales basic number skills subtest, and a Mathematics Attitude and Anxiety Questionnaire, using pictorial rating scales to record their Self-rating for maths, Liking for maths, Anxiety about maths, and Unhappiness about poor performance in mathematics. There were few year group differences in attitudes. Boys rated themselves higher than girls, but did not differ significantly in actual performance. Overall, Anxiety was not related to actual performance, but Self-rating was. This relationship between Self-rating and actual performance seemed to develop between Grade 3 and Grade 5. Implications of the findings are discussed.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/124939","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64293755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using a person-centered research approach, the present study explored individual differences in students' perceptions of instructional quality in secondary school mathematics classes and their relations to students' self-concept and interest in mathematics. Drawing on data collected from 425 high school students from ten schools in Berlin, Germany (male: 53.2%; female: 46.3%), latent class analyses (LCA) revealed four distinct patterns of perceived quality of instruction. Almost half of the sample (46%) had a high likelihood of perceiving an overall low quality in mathematics classes. Those students reported particular low self-concept and interest in mathematics. Compared to male students, female students were significantly more likely to belong to this “challenging pattern.” Consequences for educational practice are discussed and suggest that instruction in mathematics should take into account learners' highly individual ways of perceiving and evaluating their learning environment.
{"title":"Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?","authors":"Rebecca Lazarides, A. Ittel","doi":"10.1155/2012/813920","DOIUrl":"https://doi.org/10.1155/2012/813920","url":null,"abstract":"Using a person-centered research approach, the present study explored individual differences in students' perceptions of instructional quality in secondary school mathematics classes and their relations to students' self-concept and interest in mathematics. Drawing on data collected from 425 high school students from ten schools in Berlin, Germany (male: 53.2%; female: 46.3%), latent class analyses (LCA) revealed four distinct patterns of perceived quality of instruction. Almost half of the sample (46%) had a high likelihood of perceiving an overall low quality in mathematics classes. Those students reported particular low self-concept and interest in mathematics. Compared to male students, female students were significantly more likely to belong to this “challenging pattern.” Consequences for educational practice are discussed and suggest that instruction in mathematics should take into account learners' highly individual ways of perceiving and evaluating their learning environment.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/813920","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64355650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Merjonen, M. Jokela, J. Salo, T. Lehtimäki, J. Viikari, O. Raitakari, M. Hintsanen, L. Keltikangas-Järvinen
Breastfeeding is known to benefit both the mother’s and the child’s health. Our aim was to test the interactive effects between estrogen receptor 1 (ESR1) rs2234693 and breastfeeding when predicting the child’s later depression in adulthood. A sample of 1209 boys and girls from the Young Finns Study were followed from childhood over 27 years up to age 30–45 years. Adulthood depressive symptoms were self-reported by the participants using the Beck Depression Inventory. Breastfeeding as well as several possibly confounding factors was reported by the parents in childhood or adolescence. Breastfeeding tended to predict lower adult depression, while ESR1 rs2234693 was not associated with depression. A significant interaction between breastfeeding and ESR1 was found to predict participants’ depression () so that C/C genotype carriers who had not been breastfed had higher risk of depression than T-allele carriers (40.5% versus 13.0%) while there were no genotypic differences among those who had been breastfed. In sex-specific analysis, this interaction was evident only among women. We conclude that child’s genes and maternal behavior may interact in the development of child’s adult depression so that breastfeeding may buffer the inherited depression risk possibly associated with the C/C genotype of the ESR1 gene.
{"title":"Moderation of Breastfeeding Effects on Adult Depression by Estrogen Receptor Gene Polymorphism","authors":"P. Merjonen, M. Jokela, J. Salo, T. Lehtimäki, J. Viikari, O. Raitakari, M. Hintsanen, L. Keltikangas-Järvinen","doi":"10.1155/2012/290862","DOIUrl":"https://doi.org/10.1155/2012/290862","url":null,"abstract":"Breastfeeding is known to benefit both the mother’s and the child’s health. Our aim was to test the interactive effects between estrogen receptor 1 (ESR1) rs2234693 and breastfeeding when predicting the child’s later depression in adulthood. A sample of 1209 boys and girls from the Young Finns Study were followed from childhood over 27 years up to age 30–45 years. Adulthood depressive symptoms were self-reported by the participants using the Beck Depression Inventory. Breastfeeding as well as several possibly confounding factors was reported by the parents in childhood or adolescence. Breastfeeding tended to predict lower adult depression, while ESR1 rs2234693 was not associated with depression. A significant interaction between breastfeeding and ESR1 was found to predict participants’ depression () so that C/C genotype carriers who had not been breastfed had higher risk of depression than T-allele carriers (40.5% versus 13.0%) while there were no genotypic differences among those who had been breastfed. In sex-specific analysis, this interaction was evident only among women. We conclude that child’s genes and maternal behavior may interact in the development of child’s adult depression so that breastfeeding may buffer the inherited depression risk possibly associated with the C/C genotype of the ESR1 gene.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/290862","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64310296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We investigated whether 9-year-olds experience math and/or literacy worries and, if they do, whether it is related to problem-solving abilities. Fifty-eight children judged the correctness of math, literacy, and mental rotation problems that differed in difficulty and rated their worry level about the correctness of judgments. Nonverbal IQ, general math, and literacy abilities were also assessed. Results showed children's worry ratings varied as a function of task and problem difficulty. Latent class analyses of math and literacy worry ratings revealed high-, moderate- and low-worry subgroups in both domains. The high-worry math subgroup exhibited poorer math performance than the other math subgroups, demonstrating a link between math worry and math performance. No relationship was found between worry literacy subgroups and literacy performance. Moreover, no relationship was found between teachers’ rating of children's academic and general worry and children’s own worry ratings. The relevance of the findings for understanding math and literacy worry is discussed.
{"title":"Relationships between 9-Year-Olds' Math and Literacy Worries and Academic Abilities","authors":"Laura Punaro, R. Reeve","doi":"10.1155/2012/359089","DOIUrl":"https://doi.org/10.1155/2012/359089","url":null,"abstract":"We investigated whether 9-year-olds experience math and/or literacy worries and, if they do, whether it is related to problem-solving abilities. Fifty-eight children judged the correctness of math, literacy, and mental rotation problems that differed in difficulty and rated their worry level about the correctness of judgments. Nonverbal IQ, general math, and literacy abilities were also assessed. Results showed children's worry ratings varied as a function of task and problem difficulty. Latent class analyses of math and literacy worry ratings revealed high-, moderate- and low-worry subgroups in both domains. The high-worry math subgroup exhibited poorer math performance than the other math subgroups, demonstrating a link between math worry and math performance. No relationship was found between worry literacy subgroups and literacy performance. Moreover, no relationship was found between teachers’ rating of children's academic and general worry and children’s own worry ratings. The relevance of the findings for understanding math and literacy worry is discussed.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/359089","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64315608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To longitudinally explore children's developing beliefs towards mathematics, we asked 207 children to define “math” and “reading” at grades 2 and 3 and coded for spontaneous references to likability or difficulty of math (or reading) in their definitions. We found that children attributed more difficulty to math than to reading despite their relatively neutral comments on the likability of either subject. Children described math and reading with comparable degrees of specificity, but girls' definitions were more specific than boys'. Relative to their peers, children with mathematics learning disability (MLD) provided less specific definitions overall, were more likely to describe math as more difficult than reading, and were more likely to show a decrease in likability ratings of math (but not reading) from grades 2 to 3. Grade 2 ratings predicted math ability at grade 3, more so than predictors from grade 3. These findings, although based on informal analyses not intended to substitute for validated assessments of disposition, support the notions that distinct aspects of dispositions towards math emerge in early childhood, are revealed through casual discourse, and are predictive of later math achievement outcomes. This further supports current interests in developing formal measures of academic disposition in early childhood.
{"title":"Primary School Age Students' Spontaneous Comments about Math Reveal Emerging Dispositions Linked to Later Mathematics Achievement","authors":"M. Mazzocco, Laurie B. Hanich, Maia M. Noeder","doi":"10.1155/2012/170310","DOIUrl":"https://doi.org/10.1155/2012/170310","url":null,"abstract":"To longitudinally explore children's developing beliefs towards mathematics, we asked 207 children to define “math” and “reading” at grades 2 and 3 and coded for spontaneous references to likability or difficulty of math (or reading) in their definitions. We found that children attributed more difficulty to math than to reading despite their relatively neutral comments on the likability of either subject. Children described math and reading with comparable degrees of specificity, but girls' definitions were more specific than boys'. Relative to their peers, children with mathematics learning disability (MLD) provided less specific definitions overall, were more likely to describe math as more difficult than reading, and were more likely to show a decrease in likability ratings of math (but not reading) from grades 2 to 3. Grade 2 ratings predicted math ability at grade 3, more so than predictors from grade 3. These findings, although based on informal analyses not intended to substitute for validated assessments of disposition, support the notions that distinct aspects of dispositions towards math emerge in early childhood, are revealed through casual discourse, and are predictive of later math achievement outcomes. This further supports current interests in developing formal measures of academic disposition in early childhood.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/170310","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64298254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Sonnenschein, C. Galindo, Shari R. Metzger, Joy A. Thompson, H. Huang, Heather L. J. Lewis
This study explored associations between parents’ beliefs about children’s development and children’s reported math activities at home. Seventy-three parents were interviewed about the frequency of their children’s participation in a broad array of math activities, the importance of children doing math activities at home, how children learn math, parents’ role in their children’s math learning, and parents’ own math skills. Although the sample consisted of African Americans, Chinese, Latino, and Caucasian parents in the United States, the majority were Chinese or Caucasian. Several important findings emerged from this study. Parents’ beliefs about math development and their role in fostering it were significantly related to children’s math activities. There was important variability and relatively limited participation of children in math activities at home. There were age-related differences in children’s engagement in math activities. Chinese and Caucasian parents showed somewhat similar beliefs about how children developed math. Although further research is needed to confirm the findings with a larger sample and to include measures of children’s math competencies, these findings are an important step for developing home-based interventions to facilitate children’s math skills.
{"title":"Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities","authors":"S. Sonnenschein, C. Galindo, Shari R. Metzger, Joy A. Thompson, H. Huang, Heather L. J. Lewis","doi":"10.1155/2012/851657","DOIUrl":"https://doi.org/10.1155/2012/851657","url":null,"abstract":"This study explored associations between parents’ beliefs about children’s development and children’s reported math activities at home. Seventy-three parents were interviewed about the frequency of their children’s participation in a broad array of math activities, the importance of children doing math activities at home, how children learn math, parents’ role in their children’s math learning, and parents’ own math skills. Although the sample consisted of African Americans, Chinese, Latino, and Caucasian parents in the United States, the majority were Chinese or Caucasian. Several important findings emerged from this study. Parents’ beliefs about math development and their role in fostering it were significantly related to children’s math activities. There was important variability and relatively limited participation of children in math activities at home. There were age-related differences in children’s engagement in math activities. Chinese and Caucasian parents showed somewhat similar beliefs about how children developed math. Although further research is needed to confirm the findings with a larger sample and to include measures of children’s math competencies, these findings are an important step for developing home-based interventions to facilitate children’s math skills.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/851657","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64359898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
V. Haase, Pedro Pinheiro-Chagas, Guilherme Maia de Oliveira Wood
Mathematics anxiety has been associated to performance in school mathematics. The association between math anxiety and psychosocial competencies as well as their specific contribution to explain school mathematics performance are still unclear. In the present study, the impact of sociodemographic factors, psychosocial competencies, and math anxiety on mathematics and spelling performance was examined in school children with and without mathematics difficulties. The specific contributions of psychosocial competencies (i.e., general anxiety and attentional deficits with hyperactivity) and math anxiety (i.e., selfassessment in mathematics) to school mathematics performance were found to be statistically independent from each other. Moreover, psychosocial competencies—but not math anxiety—were related also to spelling performance. These results suggest that psychosocial competencies are more related to general mechanisms of emotional regulation and emotional response towards academic performance, while mathematics anxiety is related to the specific cognitive aspect of self-assessment in mathematics.
{"title":"Math Self-Assessment, but Not Negative Feelings, Predicts Mathematics Performance of Elementary School Children","authors":"V. Haase, Pedro Pinheiro-Chagas, Guilherme Maia de Oliveira Wood","doi":"10.1155/2012/982672","DOIUrl":"https://doi.org/10.1155/2012/982672","url":null,"abstract":"Mathematics anxiety has been associated to performance in school mathematics. The association between math anxiety and psychosocial competencies as well as their specific contribution to explain school mathematics performance are still unclear. In the present study, the impact of sociodemographic factors, psychosocial competencies, and math anxiety on mathematics and spelling performance was examined in school children with and without mathematics difficulties. The specific contributions of psychosocial competencies (i.e., general anxiety and attentional deficits with hyperactivity) and math anxiety (i.e., selfassessment in mathematics) to school mathematics performance were found to be statistically independent from each other. Moreover, psychosocial competencies—but not math anxiety—were related also to spelling performance. These results suggest that psychosocial competencies are more related to general mechanisms of emotional regulation and emotional response towards academic performance, while mathematics anxiety is related to the specific cognitive aspect of self-assessment in mathematics.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/982672","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64372786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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