People’s fear and anxiety about doing math – over and above actual math ability – can be an impediment to their math achievement. We show that when the math anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the U.S. are almost exclusively female (> 90%...

We aimed to assess which comorbid problems (oppositional defiant behaviors, anxiety, autistic traits, motor coordination problems, and reading problems) were most associated with Attention-Deficit/Hyperactivity Disorder (ADHD); to determine whether these comorbid problems shared executive and motor problems on an endophenotype level with ADHD; and to determine whether executive functioning (EF)...

The effects of state-trait anxiety and distribution of practice on reading comprehension were studied in male and female undergraduates of average aptitude. In Experiment 1 no significant differences were found on an 8-item test between 18 high and 18 low A-trait students who studied a reading passage with a 5-sec or 2-min intertrial interval. Experiment 2 employed a total of 60 students, a sta...

This study investigated the relationships between affective and cognitive factors reading comprehension in English as a second language (ESL). Specifically, we evaluated contributions of anxiety verbal working memory to ESL Chinese students. A total 105 undergraduates were included. Structural equation modeling results showed that anxiety, represented by trait state unique predictors comprehens...

Understanding how second language proficiency and other key learner characteristics relate to learning anxiety subcomponents can help inform the type quantity of content instructors approach foreign (FL) students with when teaching English. This study seeks understand FL (i.e., TOEIC reading, listening, self-reported), experience, gender influence levels classroom writing anxiety. To accomplish...