The Role of Domain-Specific Working Memory and Emotion Regulation in the Mathematics Anxiety-Performance Relation Among Upper Elementary Students.

This study examined the role of domain-specific working memory and emotion regulation in the relation between mathematics anxiety and mathematics performance among 264 upper elementary students (Grades 3–5). Participants completed measures of mathematics testing and learning anxiety, verbal and nume...

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Detalles Bibliográficos
Publicado en:	Developmental Psychology Vol. 62; no. 9; pp. 1754 - 1769
Autores principales:	Peng, Peng, Ma, Chi
Formato:	Artículo
Publicado:	American Psychological Association Sep2026
Materias:	China Cross-sectional method Task performance Elementary schools Psychology of school children Anxiety Learning Psychological adaptation Academic achievement Child development Cognition Psychosocial factors Emotion regulation Scale analysis (Psychology) Mathematics Research funding Questionnaires Probability theory Descriptive statistics Chi-squared test Rumination (Cognition) Test anxiety Neuropsychological tests Short-term memory Factor analysis Data analysis software Regression analysis Verbal behavior Thought & thinking
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