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Adaptive serious mathematical games in kindergarten were used to investigate whether kindergarteners could grasp mathematics topics. A pretest–posttest-follow up design with two conditions. (Condition 1 educational kindergarten games on the computer, focusing on counting and comparison, Condition 2 educational kindergarten games on the computer, focusing on memory, counting and comparison) and one active control group (playing educational kindergarten games without mathematical content) was set up dealing with 45 preschoolers with a mean age of 68.78 months (SD = 4.46). Children were matched in kindergarten on their early mathematical and language skills as well as on their intelligence before the interventions took place. The study revealed that playing mathematical games in kindergarten had the potential to enhance the early mathematical skills. Children with initial weak mathematical skills in kindergarten caught up with their average performing peers, pointing to the importance of serious numerical games as “opportunities” in kindergarten. Both boys and girls benefitted, with a sustained effect in grade 1, revealing promising potential effects of offering opportunities to focus on mathematics even in very young children.

The role of motivation, temperament, personality and well-being as predicting propensity factors for mathematical abilities was investigated in 30 adults. By embedding these predictors in the Opportunity-Propensity framework, this study aimed to reveal their unique contribution in math development, which is important to improve mathematics education. To our knowledge, the present study is the first to combine predictors and find evidence for the importance of some non-cognitive and socio-emotional propensity factors for mathematical performance by using primary data. Results indicated significant interrelations between the propensities, pleading to integrate them in math research. Furthermore, the relationship propensities and mathematics was dependent on the specific investigated math task, which is in line with the componential nature of mathematics. Negative Affect was the best prediction of accuracy (lower levels of subjective well-being associated with lower levels of mathematical accuracy) whereas Intrinsic Motivation was the best predictor for fact retrieval speed. Limitations and implications for future research are described.

Several factors seem important to understand the nature of mathematical learning. Byrnes and Miller combined these factors into the Opportunity-Propensity model. In this study the model was used to predict the number-processing factor and the arithmetic fluency in grade 4 (n = 195) and grade 5 (n = 213). Gender, intelligence and affect (positive affect for arithmetic fluency and negative affect for calculation accuracy) predicted math learning, and pointed to the importance of the propensity factors. We have to be careful not to interpret gender differences, since this is a social construct, our analyses pointed to the relevance of including antecedent factors in the model as well . The Implications of the study for math learning will be discussed below.

Poor mathematical abilities have a substantial societal impact. This special issue includes contributions discussing learning of mathematics that have impact on educational policy or elementary school practice. All papers explore and illustrate recent studies and available literature in the field of understanding typical and atypical mathematics learning. They reflect on mechanisms of conceptual development, models of typical and atypical learning, individual quantitative and qualitative differences, strengths and weaknesses, factors that appear promising and positively influencing the learning process of students' learning of mathematics, and on interventions that aim to improve mathematics performance even in very young children. © 2022 Published by KURA Education & Publishing.

Participation has become an important measure of outcome in child rehabilitation as young children with developmental disabilities are increasingly at risk of decreased participation. Therefore, this study garnered information on clinicians’ perspectives regarding perceived facilitators and barriers when rendering participation-based interventions using a qualitative research design. Semi-structured interviews of clinicians (Ns = 12, 25–57 years) were conducted and evaluated via an inductive thematic analysis. Results denote that current mechanisms of providing participation-based interventions resembled traditionally focused interventions; thus, resulting in a knowledge-to-practice gap. Clinicians desired more opportunities to communicate with caregivers and to be able to influence the children’ s natural environments. They also identified shortness of time, resources, and rigid health care regulations as barriers hampering the efficacy of participation-based services.

Using the Opportunity-Propensity Model (Byrnes in Dev Rev 56:100911, 2020; Byrnes & Miller in Contemp Educ Psychol 32(4);599-629, 2007), the current study investigated which factors helped predicting children's home learning experiences during the COVID-19 pandemic, thereby examining differences between children with (DD; n = 779) and without (TD; n = 1443) developmental disorders. MANCOVA results indicated more negative experiences for DD children and their parents. SEM-results revealed the alignment between different teachers and autonomous motivation in children as the most important predictors for the outcome variables. Less predictors were significant for DD as compared to TD children which suggests other factors are at play in the DD group. Limitations, strengths and suggestions for future research are being discussed, together with some implications for classroom practices and remote learning approaches.

This special issue includes contributions discussing the assessment and training of metacognition that appear promising for the purpose of positively influencing the learning process of students’ learning of mathematics. More specifically, contributors explore, illustrate and scrutinize available research evidence for its relevance and effectiveness in the specific curricular field of mathematics education. After an introduction and discussion of the individual input, we explore the scientific progress in the area of the theoretical framework and conceptualizations of metacognition, the relationships between metacognition and mathematics performance, the various effects upon ability levels, the measures to assess metacognition, and the interventions that aim to improve mathematics performance. This special issue ends with a reflection on practical suggestions for mathematics education.

ObjectivesParticipation refers to a person’s involvement in activities and roles that provide interaction with others as well as engagement in family and community activities. Young children with developmental disabilities (DD) such as attention deficit hyperactive disorder, autism spectrum disorder and developmental coordination disorder are limited in their participation compared with their typically developing peers. This study aimed to obtain information regarding parental needs and strategies used to enable their child’s participation.DesignA thematic inductive approach with in-depth interviews was used to explore parental experiences. Eleven women and two men, between 30 and 40 years of age, who had a child (4–9 years old) with a DD diagnosis based on Diagnostic and Statistical Manual of Mental Disorders criteria, participated in semistructured interviews.ResultsTwo central themes emerged: parental needs and parental strategies used to enable their child’s participation. Parental needs were the following: increasing awareness, ameliorating parental burden, providing tailored interventions and supporting parents in finding suitable leisure activities. Parental strategies aimed at increasing their child’s resiliency, attaining maximal fit between activity requirements and child capacity, and creating inclusive opportunities and awareness.ConclusionsUnderstanding what families’ needs are and how families use and integrate strategies within the context of their daily lives provides practitioners with insights needed to support families’ resiliency in promoting their children’s participation. The results have implications for professionals as this information can be used to inform, refine, or tailor participation-based and family-centred services.

In de strijd tegen het coronavirus (COVID-19) werd het onderwijs in Vlaanderen vanaf 16 maart enkele maanden op afstand georganiseerd. Ondanks de grote inspanningen van zowel scholen, leerlingen, als ouders, leek deze periode van thuisonderwijs voor veel gezinnen niet evident. Het doel van het huidig onderzoek was daarom het in kaart brengen van wat werkte en wat niet tijdens de periode van thuisleren voor Vlaamse kinderen met en zonder ontwikkelingsstoornis. In dit bestand vind u een overzicht van de verslagen die deelnemende ouders ontvangen hebben en waarin de eerste, voorlopige resultaten van het onderzoek besproken worden.

INTRODUCTION: Numerous life, peer, and school-related factors have been found to be associated with non-suicidal self-injury (NSSI) among adolescents; however, most studies have not explored the possible reciprocal nature of these associations. The aim of the current study was to examine bidirectional and longitudinal associations between NSSI and several life, peer, and school-related factors (i.e., stressful life events, peer relationships, academic achievement, and attitudes towards school). METHOD: Community-based adolescents completed questionnaires assessing the variables of interest at three time points; age 12 (T1; 55.09% girls), age 13 (T2; 56.95% girls), and ages 14-15 (T3; 57.41% girls). In total, 529 adolescents provided complete data across all three-time points. RESULTS: Analyses showed a bidirectional association between NSSI and both attitudes towards school and stressful life events. Specifically, stressful life events at T2 predicted engagement in NSSI at T3, and NSSI at T2 predicted increased risk of stressful life events at T3. Similarly, having negative attitudes towards school predicted NSSI at T2, which, in turn, predicted negative attitudes towards school at T3. Further, academic achievement at T1 was negatively associated with NSSI at T2. Peer relationships were neither a predictor nor a consequence of NSSI. CONCLUSIONS: Our results suggest that NSSI can be both a predictor and a consequence of various life, and school factors. Focus on these factors in prevention and intervention efforts for NSSI among adolescents may be warranted. ispartof: JOURNAL OF ADOLESCENCE vol:90 pages:100-108 ispartof: location:England status: published

Inleiding: Naast sociale en economische factoren wordt verminderde vruchtbaarheid genoemd als oorzaak van het dalende geboortecijfer in Vlaanderen. De tijd die nodig is om tot een gewenste, natuurlijke bevruchting te komen, de zogenaamde ‘tijd tot zwangerschap’ (kortweg TTZ), is een maat voor het schatten van de prevalentie van verminderde vruchtbaarheid in een bevolking (TTZ > 12 maanden). Het doel van dit onderzoek is een beschrijving te geven van de wijze van conceptie en tijd tot zwangerschap van kinderen in Vlaanderen, en een analyse van determinanten van TTZ. Methode: In het Vlaamse geboortecohortonderzoek JOnG! (2008–2009) werden ouders van 2106 zuigelingen bevraagd over de wijze van conceptie en de tijd tot de zwangerschap van hun kind. Er werden vier groepen onderscheiden, namelijk vruchtbaarheidsbehandeling (10,2%), niet-geplande natuurlijke zwangerschap (11,9%), geplande spontane zwangerschap met TTZ ≤ 12 m (70,0%) en geplande spontane zwangerschap met TTZ > 12 m (5,6%). Van 2,3% was de TTZ niet bekend. Factoren die een TTZ > 12 m beïnvloeden werden geanalyseerd door middel van logistische regressie. Resultaten: Een laag opleidingsniveau van de ouders (oddsratio (OR) = 2,51; p = 0,008) en leeftijd van moeder en vader > 35 jaar (respectievelijk OR = 4,59 en 3,21; beide p 12 m. Voor roken van moeder voor de zwangerschap is dit na correctie voor de andere determinanten niet het geval. De prevalentie van ongeplande zwangerschap ligt in de lijn van die in andere Europese landen, en is sociaaleconomisch bepaald. Conclusie: De impact van persoonlijke en/of omgevingsfactoren op de vruchtbaarheid van koppels in Vlaanderen wordt hiermee bevestigd.

The role of metacognitive postdiction accuracy and autonomous and controlled motivation in mathematics was explored in elementary school children (n = 208) within two perspectives, related to sample characteristics. A first study was set up in a population-based cohort. A second study was set up with children with and without a documented mathematical disability. Both studies revealed a concurrent relation between the metacognitive postdiction skills of children and their mathematical accuracy and speed, leading to the practical recommendation that teachers should pay attention to the accuracy of self-judgments of children. In addition, controlled motivation was negatively related to the speed and accuracy in study 2. Children with mathematical learning disabilities (MLD) differed from peers without mathematical learning disabilities on postdiction accuracy and autonomous motivation. However, they did not differ significantly on controlled motivation, suggesting the importance of differentiating between controlled and autonomous motivation when analyzing motivation in mathematics education.

In this paper, we investigate the role of metacognitive postdiction skills, intrinsic motivation and prior proficiency in mathematics as Propensity factors within the opportunity-propensity (O-P) model of learning. We tested Belgian children from Grade 1 till 6 in January and June. The study revealed overlapping yet different predictors for mathematical accuracy and fluency, which led us to the practical recommendation for teachers to pay attention to both aspects of mathematics. The metacognitive postdiction skills of children were related to accuracy in mathematics during the whole elementary school period. In addition, we observed that children evaluated their own performance as worse when they were slower in Grades 3 and 4. Intrinsic motivation was related to accuracy but not to fluency in Grade 3. Especially prior mathematical accuracy mattered as a propensity factor. More than half of the variance in accuracy and less than one-fifth of the variance in fluency in January predicted the performances of children for mathematics in June, a finding that highlights the importance of longitudinal designs including students' prior mathematical accuracy' as well. Finally, we observed that poor mathematics performers are less intrinsically motivated, and less metacognitively accurate. Moreover, they overestimate their performances more often than well-performing peers in all grades, stressing the importance of paying attention to these aspects in mathematics education.

In het Vlaams cohortonderzoek JOnG! werd bij 1.443 12-jarige jongeren de attitude ten opzichte van blootstelling aan lawaai en het gebruik van gehoorbescherming in kaart gebracht. Bijna de helft (45,4 %) van de jongeren gebruikt een of andere draagbare geluidsspeler met hoofdtelefoon of oortjes, en 67,3 % doet dit bij het luisteren naar muziek of het gamen op de computer. 10,6 % van deze jongeren luistert wekelijks 7 uren of meer, en 21,6 % zet de volumeknop van zijn muziekspeler gewoonlijk op 60 % of meer van het maximum. De proportie jongeren die op deze jonge leeftijd al hoog-risico luistergedrag vertoont (blootstelling ≥7 uur per week, aan een volume van ≥60 %) is nog beperkt tot 4,2 %. Het gerapporteerde risicogedrag wordt niet of onvoldoende gecompenseerd door een gepaste attitude tegenover de risico’s van lawaaischade of door het nemen van beschermende maatregelen. Slechts 15,2 % van de ondervraagde jongeren heeft ooit gehoorbescherming gedragen. Naar aanleiding van deze resultaten wordt gepleit voor een versterking van het preventief beleid, met specifieke aandacht voor de beginnende gebruikers van draagbare muziekspelers.

De blootstelling van een foetus tijdens de zwangerschap, omdat de moeder zelf rookt of ongewild blootgesteld is aan tabaksrook in haar omgeving, wordt in de internationale literatuur in verband gebracht met een verhoogd risico op zwangerschapsverwikkelingen en met nadelige effecten op de perinatale gezondheid van kinderen. Uit een bevraging van 2.106 moeders van pasgeboren kinderen in het Vlaamse cohortonderzoek JOnG! blijkt dat 16,6 % en 14,2 % van de kinderen respectievelijk tijdens en na de zwangerschap blootgesteld werden aan tabak, door een moeder die zelf rookte of werd blootgesteld aan tabaksrook in haar omgeving. Bijna de helft van de rokende vrouwen stopte met roken wanneer zij zwanger werden (prevalentie zakt van 22,7 % naar 12,3 %), maar zowel het rookgedrag voor, tijdens als na de zwangerschap is in belangrijke mate bepaald door sociaaleconomische factoren (prevalentie is het hoogst bij sociaaleconomisch zwakkere vrouwen). Bovendien kon aangetoond worden dat baby’s van moeders die tijdens de zwangerschap rookten een significant lager geboortegewicht en een kleinere geboortelengte en hoofdomtrek hadden in vergelijking met kinderen die tijdens de zwangerschap niet aan tabak blootgesteld werden. De hier genoemde cijfers tonen het belang van maatregelen om roken van zwangere vrouwen en in de omgeving van zwangere vrouwen en kinderen te vermijden, met specifieke aandacht voor sociaaleconomisch zwakkere groepen.

Er is voldoende wetenschappelijk bewijs dat zowel overconsumptie als problematisch gebruik van alcohol voor en tijdens de zwangerschap, en tijdens de borstvoeding, nadelige effecten hebben op de gezondheid, groei en ontwikkeling van de foetus en het opgroeiende kind. Voor eventuele nadelige gevolgen van licht tot matig alcoholgebruik in deze periode is er geen eenduidig wetenschappelijk bewijs en kan op dit ogenblik geen veilige bovengrens vastgesteld worden die als het ware zeker nadelige effecten op de foetus en het jonge kind uitsluit. Nationale en internationale aanbevelingen gaan daarom uit van volledige alcoholonthouding in de periode van de conceptie en tijdens de zwangerschap en borstvoeding. Uit een bevraging van 2.106 moeders van pasgeboren kinderen in de Vlaamse cohortstudie JOnG! blijkt dat 32,6 % van de kinderen tijdens de zwangerschap werd blootgesteld aan alcohol. Ook 43,3 % van de kinderen die borstvoeding kregen werd langs die weg blootgesteld aan alcoholgebruik door hun moeder. Het risico voor alcoholgebruik tijdens de zwangerschap nam toe naarmate de sociaaleconomische status van de moeder hoger is. Bij slechts zeven (0,3 %) moeders was er sprake van dagelijkse consumptie (1 a 2 glazen per dag) tijdens de zwangerschap. In deze studie konden bij geboorte geen opvallende nadelige effecten op de perinatale gezondheid worden vastgesteld. Deze studie toont aan dat geldende aanbevelingen inzake alcoholonthouding tijdens de zwangerschap en borstvoeding onvoldoende worden opgevolgd. Gezondheidspromotie, idealiter bestaande uit een combinatie van algemene publiekscampagnes en gerichte prenatale voorlichting, blijft daarom noodzakelijk.

Working memory is important for a variety of life domains,. including for children's school functioning. As such, it is crucial to understand its development, antecedents and consequences. The current study investigates the development of different working memory components (phonological loop, visuospatial sketchpad, central executive), the influence of different aspects of the teacher-student relationship (closeness, conflict, dependency) and its predictive value for academic achievement (reading, spelling, mathematics) across the transition from kindergarten to first grade. The sample consisted of 107 kindergarten children. Working memory tasks were administered at the end of kindergarten and first grade. Teachers reported on teacher-student relationship quality in the middle of first grade. Standardized tests were used to assess academic achievement at the end of first grade. Results indicate moderate to large increases in the phonological loop and visuospatial sketchpad and large gains in the central executive. Dependency of the student towards the teacher significantly predicted visuospatial sketchpad performance at the end of first grade. Reading was significantly predicted by the visuospatial sketchpad and phonological loop in kindergarten, while for spelling the visuospatial sketchpad was important. Finally, mathematics was predicted by performance on the phonological loop and the visuospatial sketchpad. The current study indicates the importance of the affective quality of the teacher-student relationship for working memory performance, which in turn is important for academic achievement. It is therefore critical to attend to the early detection and prevention or intervention of working memory problems in the classroom in order to prevent future academic problems. Additionally, maintaining a positive relationship with students and encouraging their independent exploration may be important when preventing such problems, complementary to cognitive or other types of training and intervention.

Background & Aims: Parenting factors are one of the most striking gaps in the current scientific literature on the development of young children with significant cognitive and motor disabilities. We aim to explore the characteristics of, and the association between, parental behavior and children’s interactive engagement within this target group. Methods & Procedures: Twenty-five parent-child dyads (with children aged 6-59 months) were video-taped during a 15-minute unstructured play situation. Parents were also asked to complete the Parental Behavior Scale for toddlers. The video-taped observations were scored using the Child and Maternal Behavior Rating Scales. Outcomes & Results: Low levels of parental discipline and child initiation were found. Parental responsivity was positively related to child attention and initiation. Conclusions and implications: Compared to children with no or other levels of disabilities, this target group exhibits large differences in frequency levels and, to a lesser extent, the concrete operationalization of parenting domains. Further, this study confirms the importance of sensitive responsivity as the primary variable in parenting research. publisher: Elsevier articletitle: Exploring parental behavior and child interactive engagement: A study on children with a significant cognitive and motor developmental delay journaltitle: Research in Developmental Disabilities articlelink: http://dx.doi.org/10.1016/j.ridd.2017.04.002 content_type: article copyright: © 2017 Elsevier Ltd. All rights reserved. ispartof: Research in Developmental Disabilities vol:64 pages:131-142 ispartof: location:United States status: published

This study examined number processing in 10-year-olds with developmental dyslexia (DD). The phonological deficit and double deficit hypotheses imply that children with DD might have a connection deficit that affects their ability to establish links between number symbols and magnitude representations. The double deficit hypothesis also posits that symbolic number difficulties may emerge due to difficulties with processes underlying rapid automatic naming (RAN). The DD group displayed difficulties with symbolic number processing but not with non-symbolic number processing. However, the underlying processes of this access or connection deficit appeared not to be related to phonological awareness or RAN. The DD group displayed impaired arithmetic fluency and calculation that were accounted for by defective processes underlying RAN. In view of the triple-code model, children with DD have impaired verbal number codes or defective access to verbal number codes but an intact core magnitude representation.

Tussen maart en juni 2009 ontvingen alle meisjes, geboren in 1996 en op het moment van het onderzoek woonachtig in 8 regio’s verspreid over Vlaanderen, in het kader van het Vlaamse cohortonderzoek JOnG! een semigestructureerde vragenlijst met onder meer vragen over de leeftijd van menarche, de kenmerken van hun menstruele cyclus en de eventuele impact ervan op hun sociale activiteiten. Van de 769 respondenten (dat is 15,7 % van de doelpopulatie in de betrokken regio’s) had 47,2 % reeds menstruaties. De gemiddelde leeftijd van menarche werd geschat op 12,9 ± 1,3 jaar. Van de 363 meisjes die reeds menstruaties hadden, ervoer 41,6 % (95 % BI 36,4–47,0 %) deze als pijnlijk tijdens de afgelopen 3 maanden. Uit het onderzoek blijkt een significante correlatie tussen pijnlijke menstruatie enerzijds (dysmenorroe), en jongere menarcheleeftijd (p < .05) en meer overvloedige menstruatie (p < .001) anderzijds. Bovendien ervoer een op vier 13-jarige meisjes een negatieve impact van menstruaties op hun schoolparticipatie en deelname aan sociale activiteiten. Deze proportie is echter significant groter bij meisjes met dysmenorroe (41,3 %) dan bij meisjes die hun menstruaties hebben zonder noemenswaardige klachten (14,2 %) (RR = 2,9; 95 % BI, 2,0–4,4; p < .001). Uit de resultaten van deze studie blijkt dat menstruatie-gebonden klachten frequent voorkomen bij jonge tienermeisjes, wat aandacht verdient vanwege jeugdgezondheidszorg.

Participation, defined as 'involvement in life situations' according to the World Health Organisation, is a well-recognized concept and critical indicator of quality of life. In addition it has become an important outcome measure in child rehabilitation. However, little is known about the level of participation of young children with Developmental Disabilities. The aim of this study was to capture their subjective experiences of participation. An adapted informed consent based on a comic strip was used to get the children's assent. A Photo Elicitation study was used, in which photographs were taken by the children when they were involved in meaningful activities. The photographs were then used to facilitate communication with the children and to initiate in depth-interviews. Forty-seven interviews with 16 children between five and nine years were conducted based on their photographs. This method generated rich data, confirming that young children with Developmental Disabilities were able to inform us accurately on their experiences of participation. Data was analysed by means of an inductive thematic analysis. Results showed that children perceived their participation as satisfying when they can play, learn and join in family gatherings resulting in feelings of inclusion, recognition and belonging. When there are-on occasions-moments that their participation was obstructed, the children used two strategies to resolve it. Or they walked away from it and choose not to participate, or when autonomously motivated for the activity, they relied primarily on their context (i.e. mothers) as enabling their participation. Related to the data, children discussed themes related to their person, activities, connections and mediators between those themes. These themes fit well within earlier and current research on the subject of participation.

Tot op heden werd er relatief weinig gepubliceerd over dyslexie en dyscalculie bij (jong)volwassenen. De impact van deze leerstoornissen in het hoger onderwijs en in de transitie naar de arbeidsmarkt is dan ook onderbelicht. Om hier een kentering in te brengen, werden twee bachelorstudies (één aan de Arteveldehogeschool en één aan HoGent) en een masterstudie (aan UGent) opgezet en werd ook een City of People (CoP) impulsproject ‘Inclusie in 4D’ (zie www.cityofpeople.be) gestart. De bevindingen van deze studies benadrukken dat de impact van leerstoornissen niet stopt nadat men de schoolbanken verlaat. Verder blijkt de nood aan selectieprocedures die een ‘eerlijker’ en ‘rijker’ beeld kunnen geven van de capaciteiten van de volwassenen met dyslexie/dyscalculie. Alleen op die manier kunnen werkgevers vermijden dat ze ‘hidden potentials’ missen. We moeten de arbeidsmarkt dan ook sensibiliseren om de kaart van de ‘diversiteit’ te trekken. Implicaties voor het werken met (jong)volwassenen met leerstoornissen worden belicht.

Some children have severe and persistent difficulties with mathematics and are resistant to instruction. In this case, they are labelled as individuals with mathematical learning disabilities (MLD). In this chapter, the prevalence of MLD and the criteria used to define MLD in the UK, Germany and Belgium are described. Moreover, an introduction on the big picture and the PISA and TIMMS results as well as information on the educational policies is given. Finally the chapter elaborates on theories and educational practices and the role of research guiding practice in the Middle European countries.

Studies on the predictors of mathematical learning and learning difficulties have been receiving growing attention. It is well established in the literature that IQ is a powerful predictor of several psychosocial outcomes, including school achievement. Other well-consolidated literature shows that cognitive–motivational effects exist but are rather small. There seems to be a big interaction between interest and specific knowledge in a domain (expertise). Variance is confounded. In this chapter, motivation and math anxiety are described within the opportunity–propensity (O-P) model including antecedent, opportunity, and propensity indicators to predict mathematical accuracy and fluency. Analyses on secondary data using this O-P model revealed that motivation as a propensity factor accounted for 10% of unique variance in addition to other predictors. Motivation and engagement were stronger predictors from kindergarten till second grade than from third till sixth grade. In addition, math anxiety might be considered a moderator of the relationship between mathematical achievement and motivation. Aside from acute effects, math anxiety might cause long-term negative impairments in mathematical performance that are kept up by a negative approach to mathematics and resulting avoidance behavior.