The Contribution of Memory and Anxiety to the Math Performance of College Students with Learning Disabilities

Autor/inn/en	Prevatt, Frances; Welles, Theresa L.; Li, Huijun; Proctor, Briley
Titel	The Contribution of Memory and Anxiety to the Math Performance of College Students with Learning Disabilities
Quelle	In: Learning Disabilities Research & Practice, 25 (2010) 1, S.39-47 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
Schlagwörter	Learning Disabilities; Short Term Memory; Anxiety; Undergraduate Students; College Mathematics; Mathematics Achievement; Correlation; Long Term Memory + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Kurzzeitgedächtnis; Angst; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Langzeitgedächtnis
Abstract	The impact of memory and anxiety on math performance was analyzed in a sample of 115 college undergraduates, all of whom had a diagnosed learning disability. The direct effects of memory and anxiety on math performance were first examined, followed by an examination of whether anxiety moderates the relationship between memory and math. Both memory and anxiety were found to directly affect math performance. Additionally, anxiety served as a moderator of the relationship between memory and math for most, but not all, measures of math achievement. The moderating effect of anxiety was stronger for long-term retrieval than for short-term memory. The relationships between memory, anxiety, and math were not significantly different for males and females. These findings suggest that, when working with individuals who have low anxiety but poor memory, enhancing memory strategies may be effective for remediating problems in math. However, for those with high levels of anxiety, it may be more efficacious to first ameliorate the anxiety, as working on memory may have a negligible effect on math performance for these individuals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10