Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance

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Mathematics Anxiety: What Have We Learned in 60 Years? (2016, methodology): “Mathematics Rating Scale (MARS) or MARS-Elementary (Suinn et al., 1988) have tended to show such a relationship even in young children (Wu et al., 2012; Vukovic et al., 2013), and this could reflect the fact that such measures tend to focus on the affective dimension of mathematics anxiety.”
Mathematics Anxiety and Its Development in the Course of Formal Schooling—A Review (2013, methodology): “The CMAQ is another adaptation of the MARS-E (Suinn et al., 1988).”
Relationships of mathematics performance, control and value beliefs with cognitive and affective math anxiety (2017, result): “05; cf. Hembree, 1990; Ma, 1999) across different age groups (Ashcraft, 2002; Ashcraft & Moore, 2009; Hembree, 1990; Ma, 1999; Ma & Xu, 2004; Vukovic et al., 2013).”
The Math Anxiety-Performance Link (2017, background): “Conversely, math anxiety is not related to low-working-memory students’ math learning at this age (Ramirez et al., 2013; Vukovic et al., 2013; Wang & Shah, 2014).”
Contributions of longitudinal studies to evolving definitions and knowledge of developmental dyscalculia (2013, background): “[84] 7–8 The role of math anxiety and WM as a predictor of development of math skills Higher levels of mathematics anxiety in second grade predicted lower gains in children's mathematical applications between”