Mathematics is critical for academic and career success, yet many children experience ‘maths anxiety’, a pervasive emotional response that can hinder performance in and engagement with maths. In this Review, we examine how maths anxiety operates and develops, focusing on children (ages 4–17 years) because maths anxiety often begins to emerge in the early school years, and experiences during childhood and adolescence can shape long-term engagement and achievement in maths. We explore factors that contribute to and sustain maths anxiety within a three-level framework. At the individual level, we discuss the reciprocal feedback-loop model of maths anxiety, outlining the influences of biological predispositions, early maths performance, attitudes and beliefs, cognitive disruption and avoidance. At the interpersonal level, we examine how parents’ and teachers’ practices and beliefs shape children’s maths experiences and maths anxiety. Finally, at the sociocultural level, we consider how broader cultural and societal factors shape how children perceive and engage with maths. By bridging these perspectives, we clarify existing findings and chart a path to uncover how mechanisms operating within and between these levels jointly shape children’s experiences with maths. Maths anxiety refers to negative emotions such as fear, tension and apprehension that arise while doing mathematics. In this Review, Retanal and Maloney discuss individual, interpersonal and sociocultural influences on maths anxiety in children and their impacts on long-term engagement and achievement in mathematics.

Collaboration across researchers and educators is needed to ensure that educators have access to effective, practical early mathematics assessment and instructional tools and strategies. The Assessment and Instruction for Mathematics (AIM) Collective is a dynamic community of researchers and educators in Canada committed to sharing evidence-informed, teacher-approved math education tools and resources. Through our partnerships, researchers and educators have learned from each other and achieved shared research goals. The model developed by AIM is one way of building and sustaining the relationships needed to support this collaborative work. In this paper, we share what we have learned about the importance of working collaboratively to ensure uptake of early assessment and instruction practices based in research and feasible in classrooms. We highlight one example project done in partnership with a school board that demonstrates impact on student mathematics achievement from combining researchers' strengths at assessment and educators' expertise at developing instructional activities that are well suited to their classrooms.

Do children's perception of their parents' math attitudes contribute to their own math anxiety? From 2023 to 2024, one hundred and six parent (53.8% White, 76.4% Mothers) child (Mage = 8.75, 49.1% White, 54.7% Female) dyads in Canada reported their own math anxiety and children additionally reported their perception of parents' math enjoyment. Higher parental math anxiety predicted lower perceived parent math enjoyment, especially for girls. Children's perception of their parents' math enjoyment also moderated the relation between parents' and children's math anxiety. These findings reveal children's perception of parental math attitude as a novel social mechanism in the intergenerational transmission of math anxiety and identify a link between gender differences in math anxiety and the development of children's emotional awareness.

Visual representations can be effective for children's learning of place value but less is known about how they can support understanding of the relation between base-ten numeration units. We investigated the perceptual features in visual representations of quantities on children's understanding of the relations between tens and hundreds. First and second graders (N = 137) were randomly assigned to four conditions in which they were presented with visual representations that differed by the (a) visibility of base-ten units in a quantity, and (b) presence of extraneous details. Participants indicated the number of tens in the representation, which required decomposing tens from the hundreds, or the number of hundreds, which required composing tens into hundreds. Decomposing was more challenging than composing, regardless of perceptual features, but performance was enhanced when the tens were visible. A post-hoc descriptive analysis showed that children relied on the number of units in their respective "places" without considering the tens embedded in the hundreds or those that could be composed into hundreds, suggesting a strong influence of school-based instruction. Teachers are encouraged to provide more opportunities for children to learn about base ten as a structured system of units with visual representations that make target units visible.

Background & Aims The present two studies investigated the role of spatial cognition in statistics anxiety. The hypothesis that spatial representations and/or visuospatial skills are related to the acquisition of statistics abilities which, when lacking or unused, generate statistics anxiety is examined.Materials & Methods To this end, a total of 680 students in Social Sciences from 14 different universities located in one of three countries enrolled in a statistics class at the time of the study were recruited. Study 1 examined a mediation model where visuospatial and verbal working memory (WM) spans as well as spatial anxiety are predictors of statistics anxiety with mathematics anxiety as the mediator.Results The results show a partial mediation and strong associations between all three types of anxiety (i.e., spatial anxiety, mathematics anxiety and statistics anxiety). The subscale statistics interpretation anxiety was best predicted by visuospatial WM span. Study 2 examined a path regression model where performance on a spatial and a verbal task along with spatial anxiety are predictors of statistics anxiety.Discussion The results indicate that the mental manipulation subscale of spatial skills is a strong predictor of mental manipulation anxiety which, in turn, predicts interpretation anxiety in statistics.Conclusion Both studies support the role of spatial cognition in statistics understanding. These results have implications for the teaching and learning of statistics.

Over the past decades, numerical and mathematical cognition has transformed from a niche research area into a thriving global field, with contributions spanning diverse populations, methodologies, and theoretical approaches. The 13 articles in this special issue highlight the breadth and depth of contemporary research, addressing topics such as the development of early numeracy skills, the interplay between mathematical and reading processes, the cognitive mechanisms supporting arithmetic and algebra, and the role of visuospatial thinking in expert mathematical reasoning. The contributions exemplify methodological innovation, from longitudinal studies and psychometric evaluations to interdisciplinary theoretical models that integrate numerical and linguistic frameworks. Together, they collectively advance theoretical, applied, and interdisciplinary perspectives. This introduction synthesizes the contributions, demonstrating how they collectively inspire future directions for research on numerical and mathematical cognition. We discuss the broader implications of the work while also contextualizing its development within its historical ties to Canadian experimental psychology and the foundational work of pioneers such as the late Jamie I. D. Campbell, in memory of whom this special issue was conceived. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The relative effectiveness of altruistic and egocentric persuasion messages is an important research question when voluntary participation in medical research is the target behavior. In the US, most participants in Alzheimer's disease-focused research registries are White females, so increasing diversity in registry membership is a public health priority. We compared the association of two belief-based motivations - egocentric and altruistic - with intention to enroll in an Alzheimer's research registry using a nationally representative theory-based survey of US adults 50 years of age or older while oversampling Black and Hispanic respondents. With the exception of Hispanic females, there were few respondent differences between individual motivational belief items and the correlations between the altruistic and egocentric indices were similar with independent effects on intention: the effects of the two motivations on intention were not redundant. Further analysis demonstrated that a moderation model was not superior to an additive model when both altruistic and egocentric indices simultaneously predicted intention. Registry recruitment messages should use both altruistic and egocentric persuasive message components to increase enrollment into Alzheimer's research registries. Similar studies should determine if the additive effects of altruistic and egocentric motivations apply to other voluntary research participation contexts such as chronic diseases and mental illness.

The numerical distance effect (NDE) is an important tool for probing the nature of numerical representation. Across two studies, we assessed the degree to which the NDE relates to one's performance on spatial tasks to investigate the role of spatial processing in numerical comparison and, by extension, numerical cognition. We administered numerical comparison tasks and a variety of tasks thought to tap into different aspects of spatial processing. Importantly, we administered both the simultaneous comparison task and the comparison to a standard task, given claims that the NDEs that arise in these two tasks are different. In both studies, the NDEs elicited when comparing simultaneously presented numbers were more strongly negatively correlated with an individual's performance on the spatial tasks than the NDEs elicited when comparing numbers to a standard. The implications of these data for our understanding of numerical comparison tasks and numerical cognition more generally are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Women reliably perform worse than men on measures of spatial ability, particularly those involving mental rotation. At the same time, females also report higher levels of spatial anxiety than males. What remains unclear, however, is whether and in what ways gender differences in these cognitive and affective aspects of spatial processing may be interrelated. Here, we tested for robust gender differences across six different datasets in spatial ability and spatial anxiety (N = 1257, 830 females). Further, we tested for bidirectional mediation effects. We identified indirect relations between gender and spatial skills through spatial anxiety, as well as between gender and spatial anxiety through spatial skills. In the gender → spatial anxiety → spatial ability direction, spatial anxiety explained an average of 22.4% of gender differences in spatial ability. In the gender → spatial ability → spatial anxiety direction, spatial ability explained an average of 25.9% of gender differences in spatial anxiety. Broadly, these results support a strong relation between cognitive and affective factors when explaining gender differences in the spatial domain. However, the nature of this relation may be more complex than has been assumed in previous literature. On a practical level, the results of this study caution the development of interventions to address gender differences in spatial processing which focus primarily on either spatial anxiety or spatial ability until such further research can be conducted. Our results also speak to the need for future longitudinal work to determine the precise mechanisms linking cognitive and affective factors in spatial processing.

One of the most robust relations in cognition is that between spatial and mathematical reasoning. One important question is whether this relation is domain general or if specific relations exist between performance on different types of spatial tasks and performance on different types of mathematical tasks. In this study, we explore unique relations between performance on five spatial tasks and five mathematical tasks. An exploratory factor analysis conducted on Data Set 1 (N = 391) yielded a two-factor model, one spatial factor and one mathematical factor with significant cross-domain factor loadings. The general two-factor model structure was replicated in a confirmatory factor analysis conducted in a separate data set (N = 364) but the strength of the factor loadings differed by task. Multidimensional scaling and network-based analyses conducted on the combined data sets reveal one spatial cluster, with a central node and one more tightly interconnected mathematical cluster. Both clusters were interconnected via the math task assessing geometry and spatial sense. The unique links identified with the network-based analysis are representative of a "small-world network." These results have theoretical implications for our understanding of the spatial-mathematical relation and practical implications for our understanding of the limitations of transfer between spatial training paradigms and mathematical tasks. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

INTRODUCTIONAlzheimer's-focused participant recruitment registries are tools for accelerating enrollment into studies, however, registry members are primarily White women. METHODSWe conducted a national online survey of 1501 adults ages 50-80, oversampling for Black and Hispanic/Latino respondents, assessing intention to join a generic "brain health" registry and to join a registry that required specific tasks. RESULTSIntention to join a registry was low (M 3.48, SD 1.77), and lower than intention to join a registry requiring specific tasks. Intention was greatest for registries requiring completing surveys (M 4.70, SD 1.77). Differences in intention were primarily between White women and Black women; differences between other groups were limited to specific tasks required. DISCUSSIONThe results indicate uncertainty about what a registry is, its purpose, and/or the concept of "brain health." Using the Reasoned Action Approach (RAA) to develop evidence-based outreach messages describing a registry and required tasks may increase diversity.

Is the development of number line estimation (NLE) similar across regions? Data from Canada (Quebec, n = 67, Mage = 7.9 years; Manitoba, n = 177, Mage = 7.8 years), Chile (n = 81, Mage = 7.9 years), and Northern Ireland (n = 171, Mage = 7.3 years) were analyzed. Twice, approxi-mately one year apart, students completed a 0-1000 NLE task and other mathematical tasks. Using latent profile analysis, students' estimates were classified as belonging to either a uniform or variable profile. At Time 1, estimation accuracy differed across regions, but at Time 2, patterns of performance were similar. Regional variations in improvements were related to curricular de-mands. Moreover, mini meta-analyses of the associations between NLE and other mathematical tasks revealed medium effect sizes. Overall, the NLE task can provide insights into concurrent and longitudinal mathematics achievement, but educational experiences should be considered when comparing performance across regions.

In the current study, we used a multi-method approach to understand the quality of math homework-helping interactions between parents and their children and how parents’ and children’s own math achievement and math anxiety relate to the quality of the interaction. Forty Canadian parents and their children (ages 10–12 years; grades 5 to 7) completed self-report measures of math and general anxiety. Parents and children completed standardized assessments of math achievement and were then recorded as they engaged in a simulated math homework interaction. Coders assessed parent–child interaction quality during the interaction. Parent–child dyads generally performed well on the simulated math homework task. Nevertheless, task performance was correlated with the quality of the interaction, with high-quality interactions associated with high accuracy on the math task. Furthermore, the variability in the quality of the interaction was associated with parents’ and children’s math achievement and with the math anxiety of the children, but not the parents. Identifying the elements that influence parent–child interactions in math-related situations is essential to developing effective interventions to scaffold children’s math learning and attitudes.

Prior research shows that when parents monitor, check, and assist in completing homework without an invitation, their children's motivation and academic achievement often decline. We propose that intrusive support from parents might also send the message that children are incompetent, especially if they believe their intelligence is fixed. We tested whether children's mindsets moderate the negative link between parents' intrusive homework support and achievement among first- and second-grade students followed for one academic year (Study 1, N = 563) and middle and high school students for two academic years (Study 2, N = 1,613). The samples were obtained from large urban areas in the United States. In both studies, intrusive homework support more strongly predicted a decrease in achievement over time for children with a fixed mindset. These findings suggest that the belief that intellectual ability cannot be changed may exacerbate the detrimental effects of uninvited help on academic work. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

This study investigates the correlates of statistics anxiety. Considering that statistics anxiety and spatial anxiety have been separately correlated with related constructs (e.g., mathematics anxiety, academic performance, etc.), the possibility that spatial anxiety plays a role in statistics anxiety is explored. When facing statistics or mathematics operations, people may imagine or visualize the task operations they must do to obtain the result. To examine this hypothesis, 778 students in a Social or Health Sciences program, enrolled in a –often mandatory– statistics course from Canadian, French and Belgian universities completed an online survey. The results show moderate to strong positive correlations between all three types of anxiety (spatial, mathematics, and statistics). In addition, a mediation analysis reveals the intermediate role played by mathematics anxiety in the relationship between spatial and statistics anxieties. Nonetheless, the direct link from spatial anxiety to statistics anxiety is non-negligible in the model. Finally, the results also indicate that women report higher levels of statistics anxiety, which may be partly explained by their higher level of spatial anxiety.

Transcoding is the process of translating between spoken and written numbers, and it is correlated with other mathematical skills. In the present study, we investigated the link between French number writing of 49 students in the third grade (aged 7–9 years) and their language skills. Transcoding in French is of particular interest because the spoken number language system does not completely correspond to that of the written digits (e.g., quatre-vingt-dix [four-twenty-ten] and 90). We hypothesised that the complex linguistic structure of spoken numbers in French would be challenging for students who are learning to transcode. First and second French-language learners’ accuracy and errors were recorded during a writing task of 3- to 7-digit numbers. Children also completed linguistic tests (e.g., receptive vocabulary, receptive syntax). Results showed that first- and second-language learners did not differ in their transcoding accuracy. Number size, decade complexity of stimulus number words in French (i.e., numbers containing a complex decade, operationalized as a number between soixante-dix, 70, and quatre-vingt-dix-neuf, 99), and receptive vocabulary predicted children’s French transcoding skills. Students were more likely to produce errors (e.g., 68 or 6018 for 78) when they transcoded complex decade numbers compared with simple decade numbers. When an error was made on the complex decade portion of a number, it was likely a lexical error. In conclusion, third graders, both first- and second-language learners, found complex decade numbers challenging and their performance was related to their general vocabulary skills.

Understanding why sports and energy drinks remain increasingly popular among adolescents despite declines in other sugar sweetened beverages is critical. This study points to memory for advertising exposure and adolescent athletic identity as two aspects that together help to explain consumption. An online survey of U.S. adolescents aged 14-18 (n = 503) was combined with Nielsen data for television and social media advertising expenditures by sports and energy drink brands in participants' designated market areas (DMAs). Advertisement recall mediates the relationship between social media DMA expenditures and sports and energy drink consumption. Recall for television advertisements is related to consumption but is unrelated to television DMA expenditures. Athletic identity moderated the relationship between recall and consumption such that consumption increased as both recall and athletic identity increased, suggesting a role for motivated memory and motivated processing of ad messages based on athletic identity consistent with the limited capacity model of motivated media message processing. Based on these results, we conclude that effectiveness of expenditures in influencing behavior is dependent upon both ad recall and ad relevance, and that athletic identity is an important factor in ad effectiveness in the context of sports and energy drinks advertising.

We investigate the relations between math anxiety, financial anxiety, and financial literacy while extending previous research in three ways. First, we examine the distinct subconstructs that comprise financial literacy (i.e., financial knowledge, confidence, attitudes, and behaviour). Second, we distinguish between financial knowledge items that are confounded with numeracy versus items that are not. Third, we control for trait anxiety. Using survey data from Canadian adults (N = 241), we demonstrate that math anxiety is negatively related to mathematical financial knowledge but is not related to conceptual financial knowledge, financial confidence, or financial behaviour. Financial anxiety, conversely, is negatively related to both mathematical and conceptual financial knowledge, financial confidence, and ideal financial behaviour. Our data suggest that, when considering financial literacy holistically, financial anxiety is more important than previously thought. These findings highlight the importance of distinguishing between the subconstructs that comprise financial literacy when attempting to understand individual differences that relate to financial literacy. Educators and policymakers looking to improve financial literacy would seemingly benefit from employing a targeted approach to decrease anxiety toward both math and finances.

Purpose To understand what factors are associated with adolescents’ perceived healthfulness of sports drinks (SD) and of energy drinks (ED), with a focus on health risk, athletics, and media-related variables. Design Cross-sectional survey Setting Online Subjects U.S. adolescents ages 14-18 years (n = 501) recruited from a combination of non-probability and probability-based panels. Measures Outcome variables were perceived healthfulness of SDs and of EDs. Independent variables included adolescents’ health background (oral health, diabetes risk, self-reported weight); behaviors (SD and ED consumption, athletic identity, sports participation, physical activity), and media items (media literacy, exposure to advertisements on TV, YouTube, social media). Results Regression results indicated that adolescents’ increased perception that SDs are healthy was significantly associated (P<.05 level) with casual sports participation (b=.56, se=.27), athletic identification (b=.28, se= .11), exposure to SD advertisements on social media (b=.55, s =.25), and higher consumption (b=.28, se= .13). For adolescents’ perceptions of EDs, significantly related correlates included athletic identification (b=.26, se=10), having an increased risk of diabetes (b= −.79, s =.26), poorer oral health (b=.33, se=.16), and consumption (b=.76, s =.16); increased media literacy was associated with more accurate perceptions (b=−.35, se=.14). Conclusions Adolescents’ hold different perceptions about the healthfulness of sports and energy drink, and their beliefs about each drink are related to different types of factors that may have implications for public health interventions. Cross-sectional survey design and adolescent self-reports are limitations.

American adolescents consume more sugar-sweetened beverages (SSBs) than any other age group. Sports and energy drinks consumption among adolescents is higher than other SSBs. For sports drinks, there is uncertainty about their "healthiness" and also beliefs that these drinks may provide health benefits such as hydration, enhanced athletic performance, heightened mental alertness, and rapid recovery after exercise. Confusion about relative healthiness and expectations of health benefits suggest that factors that may encourage youth to avoid drinking sports and energy drinks, such as athletic status, psychological reactance, and SSB media literacy, may necessitate different approaches to promoting avoidance of sports drinks compared with avoidance of energy drinks. Using a nationally representative U.S. probability-based web panel augmented by a volunteer nonprobability-based web panel of 500 adolescent participants aged 14 to 18 years, we used the reasoned action approach to model intention to avoid sports and to avoid energy drinks. The result show there are similarities and differences in the determinants associated with adolescents' avoidance of sports and energy drinks: attitudes and descriptive normative pressure are both related to increased avoidance for both types of drinks and perceived control over the avoidance behavior is positively associated for with intention to avoid for energy drinks. Sport identification, psychological reactance, and SSB media literacy also play a different role in the sports and energy drink models. Based on our results, the content of prevention messages in interventions to limit sports drinks will need to be quite different from those targeted at reducing energy drink consumption.