Both general and math-specific anxiety are related to proficiency in mathematics.
However, it is not clear when math anxiety arises in young children, nor how it
relates to early math performance. This study therefore investigated the early
association between math anxiety and math performance in Grades 2 and 3, by
accounting for general anxiety and by further inspecting the prevalent directionality
of the anxiety–performance link. Results revealed that this link was significant in
Grade 3, with a prevalent direction from math anxiety to performance, rather than
the reverse. Longitudinal analyses also showed an indirect effect of math anxiety in
Grade 2 on subsequent math performance in Grade 3. Overall, these findings
highlight the importance of monitoring anxiety from the early stages of schooling
in order to promote proficient academic performance.
