000132419 001__ 132419
000132419 005__ 20241220120715.0
000132419 0247_ $$2doi$$a10.1007/s10212-024-00801-0
000132419 0248_ $$2sideral$$a137542
000132419 037__ $$aART-2024-137542
000132419 041__ $$aeng
000132419 100__ $$0(orcid)0000-0002-6112-9639$$aSánchez-Pérez, Noelia$$uUniversidad de Zaragoza
000132419 245__ $$aThe contribution of children’s effortful control to math performance is partially mediated by math anxiety
000132419 260__ $$c2024
000132419 5060_ $$aAccess copy available to the general public$$fUnrestricted
000132419 5203_ $$aThis study aimed to ascertain the contribution of children’s effortful control (EC) to math achievement by testing the mediational involvement of math anxiety. Participants were 704 children (367 girls) aged between 7 and 12 years (M = 9.43, SD = 1.23). Children’s EC was measured by parent’s report, math anxiety was assessed through self-report, whereas math achievement was evaluated by performance on standard math tests. The models tested involved EC higher-order factor or specific EC components (activation control, attentional focusing, and inhibitory control). The results showed that activation control, attentional focusing, and EC higher-order factor contributed to math performance directly and through the mediation of math anxiety. Inhibitory control did not yield a significant effect on math performance. The findings suggest that children with higher dispositional effortful self-regulation tend to experience lower levels of math anxiety, with positive effects on math performance.
000132419 536__ $$9info:eu-repo/grantAgreement/ES/AEI/PID2019-107857GA-I00$$9info:eu-repo/grantAgreement/ES/AEI/PID2022-139066NB-I00
000132419 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000132419 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000132419 700__ $$aFuentes, Luis J.
000132419 700__ $$aGonzález-Salinas, Carmen
000132419 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000132419 773__ $$g39 (2024), 2655–2679$$pEur. j. psychol. educ.$$tEUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION$$x0256-2928
000132419 8564_ $$s1101847$$uhttps://zaguan.unizar.es/record/132419/files/texto_completo.pdf$$yVersión publicada
000132419 8564_ $$s1355331$$uhttps://zaguan.unizar.es/record/132419/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000132419 909CO $$ooai:zaguan.unizar.es:132419$$particulos$$pdriver
000132419 951__ $$a2024-12-20-12:05:29
000132419 980__ $$aARTICLE