Parallel paths? Do state and trait math anxiety interact differently with executive functions in explaining math problem solving?
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Abstract
Math anxiety and executive functions both impact mathematical achievement, yet their interaction shows methodological inconsistencies. Building on the theoretical framework of the state-trait discrepancy, this study evaluates these math anxiety dimensions through differentiated conceptual models applied to math problem solving: specifically, mediation for state-math anxiety and moderation for trait-math anxiety. Gender was also included due to its relevance for math anxiety and math problem solving. The sample consisted of 291 Chilean students (169 girls; mean age of 10.54 years). Results showed direct relationships between math anxiety and math problem solving, and replicated performance differences favoring males in math problem solving and state-math anxiety. Working memory mediates the state-math anxiety and math problem solving relationship consistently across genders. Trait-math anxiety moderation was significant only through verbal-working memory, with an additional interaction by gender. This moderation mechanism was exclusive to girls, indicating that a robust verbal-working memory buffered the negative effect of trait-math anxiety on math problem solving. These findings highlighted the importance of distinguishing math anxiety dimensions and underscored verbal working memory as a key target for interventions aimed at improving math problem solving and potentially reducing gender differences related to math anxiety and math problem solving.
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