TY  - GEN
A1  - Kucian, Karin
A1  - Zuber, Isabelle
A1  - Kohn, Juliane
A1  - Poltz, Nadine
A1  - Wyschkon, Anne
A1  - Esser, Günter
A1  - von Aster, Michael G.
T1  - Relation between mathematical performance, math anxiety, and affective priming in children with and without developmental dyscalculia
T2  - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - Many children show negative emotions related to mathematics and some even develop mathematics anxiety. The present study focused on the relation between negative emotions and arithmetical performance in children with and without developmental dyscalculia (DD) using an affective priming task. Previous findings suggested that arithmetic performance is influenced if an affective prime precedes the presentation of an arithmetic problem. In children with DD specifically, responses to arithmetic operations are supposed to be facilitated by both negative and mathematics-related primes (= negative math priming effect). We investigated mathematical performance, math anxiety, and the domain-general abilities of 172 primary school children (76 with DD and 96 controls). All participants also underwent an affective priming task which consisted of the decision whether a simple arithmetic operation (addition or subtraction) that was preceded by a prime (positive/negative/neutral or mathematics-related) was true or false. Our findings did not reveal a negative math priming effect in children with DD. Furthermore, when considering accuracy levels, gender, or math anxiety, the negative math priming effect could not be replicated. However, children with DD showed more math anxiety when explicitly assessed by a specific math anxiety interview and showed lower mathematical performance compared to controls. Moreover, math anxiety was equally present in boys and girls, even in the earliest stages of schooling, and interfered negatively with performance. In conclusion, mathematics is often associated with negative emotions that can be manifested in specific math anxiety, particularly in children with DD. Importantly, present findings suggest that in the assessed age group, it is more reliable to judge math anxiety and investigate its effects on mathematical performance explicitly by adequate questionnaires than by an affective math priming task.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 684 
KW  - developmental dyscalculia
KW  - mathematics
KW  - affective priming
KW  - calculation
KW  - arithmetic
KW  - anxiety
KW  - gender
KW  - children
Y1  - 2020
UR  - https://publishup.uni-potsdam.de/frontdoor/index/index/docId/46067
UR  - https://nbn-resolving.org/urn:nbn:de:kobv:517-opus4-460671
SN  - 1866-8364
IS  - 684
ER  -