The Effects Of Math Anxiety On Junior School Student’math Performance:the Intermediation Role Of The Central Executive Function

The study analyzes the Intermediation role of the three subcomponents of central executive function in-depth in the process about Math anxiety affect math performance. Using statistical methods of analysis of variance,correlation and regression,discusses the differences in accuracy and reaction in the different difficulty of the subject of the Students which come from the different degree of math anxiety;The effects of the math anxiety on math performance and the three subcomponents of central executive function;The relationship of the mathematical performance and the three subcomponents of central executive function.Finally,deduced the Intermediation role of the three subcomponents of central executive function.The participants are made up of junior students from a middle school in HuBei.Tested141students in the use of anxiety questionnaires,and pick out78students to do the performance test.Each participant is asked to complete the following four experiments:Math test,Inhibition test,Shifting test and Memory updating test.The mathematic test question from the math teacher,and which made up of nine questions and divided into three difficulty levels.The Inhibition test choose the numerical stroop paradigm,the participants are asked to inhibit the digital meaning but react the number of digits;The Shifting test choose the Plus-minus task paradigm,the participants are asked to change strategy timely between plus one and minus seven;The Memory updating test choose the n-back paradigm,the participants are asked to remember the third lowest number.The study arrives at the following main conclusions:(1) The degree of math anxiety have a negative impact on correct rate of problem-solving. The degree of math anxiety and the item difficulty affects the selection and implementation (accuracy and reaction) of the strategy. In the simple task,there is no significant difference in the high and low anxiety groups on the strategic choice; In the strategy implement, there is extremely significant difference and negative correlation on the correct rate between high and low anxiety groups. But in the difficult task, the two groups was significant difference in the choice of the three strategies,the low-anxiety subjects tend to choose a complex problem-solving strategy,followed by select the simple strategy,the high-anxiety subjects tend to choose a simple strategy;In the strategy implement,the both groups only difference on the reaction time significantly and was negatively correlated, and have a marginally significant on the accuracy,which also was negatively correlated.(2) The degree of math anxiety affects the performance of the shifting and updating function,but not the inhibition function, which all from the central executive function.The low and high anxiety groups difference in the performance of the shifting significantly, and in the shifting consumption, high anxiety was significantly higher than the low anxiety subjects. But the two groups difference in the performance of the updating extremely significantly.and in the correct number of updates, low anxiety was significantly higher than the high anxiety subjects.(3) Updating and shifting function which from the central executive function and the problem-solving correct rate has a significant positive correlation.(4) The two subcomponents of central executive function-----shifting and updating function,play the Intermediation role in the process of the mathematical anxiety affects the mathematics performance(Mainly refers to math problem-solving correct rate),and the mediating effect of the update function higher than the shifting function.