The Moderating Effect of Emotional Competence on Math Anxiety and Math Performance in Elementary-School Children

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Aditi Tarkar
Lizz Herbert
SJ Jacobs
Heidi Kloos

Abstract

By Aditi Tarkar, Neuroscience; Lizz Herbert, Psychology, Criminal Justice; SJ Jacobs, Psychology and Women's Gender & Sexuality Studies


Advisor: Heidi Kloos


Awards: Project Advisor Award: Excellence in Research Mentoring


Presentation ID: 216


Abstract: Many studies have explored the relation between math anxiety and math performance. However, the relation between emotional control and math performance is still unclear. We seek to address this gap, focusing specifically on elementary-school children, a demographic where emotional competence is developing. We first looked at the literature then analyzed existing data to see if it agreed with literature. Specifically, we predict that emotional control moderates the relationship between math anxiety and math performance. To test our hypothesis, we looked at the moderating effect of emotional control on math anxiety and math performance. 3rd and 4th grade students were given a battery of assessments to capture their emotional control, math anxiety, and math performance. The literature revealed that high math anxiety can negatively affect math performance. The existing data partially confirmed our hypothesis.

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Section
Teaching and Learning