Predictors and outcomes associated with early math anxiety: Parental factors, working memory and math performance

• Published in: Cognitive development Vol. 75; p. 101613
• Main Authors: del Río, María Francisca, Morales, María Francisca, Susperreguy, María Inés, Espinoza, Ana María
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.07.2025
• Subjects: Early education; Home math activities; Math anxiety; Math skills; Parental attitudes; Working memory; Early education; Math anxiety; Parental attitudes; Working memory; Math skills; Home math activities
• ISSN: 0885-2014
• DOI: 10.1016/j.cogdev.2025.101613

Math anxiety has been linked to lower mathematical performance, yet its predictors and outcomes in young children remain underexplored, particularly in underrepresented cultural contexts. This study examines early math anxiety in Chilean first graders, focusing on parental factors (parents’ attitudes toward math and home math activities), cognitive factors (working memory), and math achievement. Using structural equation modeling, we analyzed data from 264 children (Mage = 7 years 1 month, SD = 3 months) and their parents across three time points. Results showed that parents with more negative attitudes toward math engaged less frequently in home math activities, which was associated with higher math anxiety in children. Early math anxiety was directly related to lower math achievement and reduced working memory. Moreover, working memory partially mediated the link between math anxiety and performance, suggesting cognitive interference as a key mechanism. These pathways were consistent across boys and girls. The findings underscore the role of parental attitudes and home numeracy in shaping early math anxiety. Interventions that promote positive parental attitudes and frequent, high-quality math engagement at home may help mitigate its effects. Additionally, strengthening working memory could buffer the negative impact of math anxiety on performance. By identifying both direct and indirect mechanisms underlying math anxiety in young learners, this study contributes to the development of educational practices and policies aimed at fostering early mathematical success. Further research should explore the developmental trajectory of math anxiety in early childhood and its interaction with cognitive and environmental factors. •Parents’ negative math attitudes contribute to children’s early math anxiety.•Advanced home math activities help reduce children’s early math anxiety.•Math anxiety at first grade is directly associated with poorer math performance.•Math anxiety indirectly affects math performance through working memory.•No significant sex differences were found in early math anxiety pathways.