Claudio

I reviewed 26 studies looking at how math anxiety relates to achievement among elementary and secondary students. Across them, the shared population correlation was significant at –.27. General linear models showed the relationship stayed consistent across gender, grade level, ethnic group, anxiety measures, and publication year. It did vary significantly by achievement measure and publication type: studies using standardized tests tended to find a significantly weaker relationship than those using teachers' math grades or researcher-made tests. Published studies also tended to show a significantly weaker relationship than unpublished ones. Key factors such as gender, grade, and ethnicity did not significantly interact.