![]() It is generally thought now that there is a bidirectional relationship between attitudes and performance. Weaknesses in mathematics may cause failures and other negative experiences, which then lead to anxiety and other negative attitudes ( Núñez-Peña and Suárez-Pellicioni, 2014). This does not mean that the direction of causation is always from anxiety or negative attitudes to performance. Many studies have also found that mathematics anxiety and other negative attitudes to mathematics are associated correlationally, with poorer performance in mathematics (e.g., Hembree, 1990 Ma and Kishor, 1997 Maloney et al., 2011 Carey et al., 2016 Dowker et al., 2016 Zhang et al., 2019 Abín et al., 2020). Moreover, even people who do not have mathematics anxiety as such may have negative attitudes to mathematics and regard it as boring, a waste of time, too difficult for them, and/or irrelevant to their own lives (see Fennema and Sherman, 1976). The frequency of mathematics anxiety will depend both on the nature of the sample and on how “mathematics anxiety” is defined, but even the lower estimates suggest that it is significant problem for many. Estimates of the frequency of mathematics anxiety range from 11% ( Betz, 1978) to 68% ( Richardson and Suinn, 1972). Mathematics anxiety has been defined as “feelings of tension or anxiety that interfere with the manipulating of numbers or the solving of mathematical problems” ( Richardson and Suinn, 1972). Numerous studies indicate that attitudes to mathematics are often highly negative, ranging from boredom to severe fear and anxiety. ![]() They were also better at working memory, but this was not a significant covariate when the groups were compared on mathematical performance and attitudes to mathematics The results are discussed, with particular focus on implications for future research on influences on mathematics anxiety. Science students had more positive attitudes to mathematics than humanities students, but the groups did not differ in test anxiety, Science students were better at written but not mental arithmetic. After controlling for test anxiety, there ceased to be significant gender differences in attitudes to mathematics. There were no gender differences in mathematical performance, but females exhibited more negative attitudes to mathematics and higher test anxiety than males. The other variables were not strongly associated with one another. Attitudes to mathematics were significantly associated with the other variables: working memory, test anxiety, and both measures of mathematical performance. In the present study, 40 university undergraduates completed a battery of assessments investigating working memory, attitude to mathematics, test anxiety. humanities) appeared likely to influence students’ attitudes to mathematics. Moreover, both gender and chosen course of study (sciences vs. Some previous research has suggested that working memory is related to both mathematics anxiety and mathematics. Results supported measurement invariance and it was concluded that forward and backward digit span scores should be interpreted as measures of the same cognitive ability.Many studies have indicated that mathematics anxiety, and other negative attitudes and emotions toward mathematics, are pervasive and are associated with lower mathematical performance. Measurement invariance tests of the precise numerical generalization of trait estimation across groups. The model for Digit Span was then cross-validated in a seizure disorders sample (n = 223) by replication of the CFA and by examination of measurement invariance. Results suggested that four correlated factors underlie Digit Span, reflecting easy and hard items in both forward and backward presentation orders. The present study explored the dimensionality of the Wechsler Memory Scale-III Digit Span (forward and backward) items in a sample of heterogeneous neuroscience patients (n = 267) using confirmatory factor analysis (CFA) for dichotomous items. ![]() Some published research suggests that Digit Span forward should be interpreted differently from Digit Span backward. The Digit Span subtest from the Wechsler Scales is used to measure Freedom from Distractibility or Working Memory.
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