Mia C. Daucourt

TL;DR: Analysis of 747 effect sizes accumulated from research conducted between 1992 and 2018 found a small-to-moderate, negative, and statistically significant correlation (r = -.28) between math anxiety and math achievement.

TL;DR: The current meta-analysis compiled 38 studies of third- through ninth-grade children to estimate the average genetic, shared environmental, and nonshared environmental correlations between reading and attention-deficit/hyperactivity disorder (ADHD) symptoms, and reading and math, as well as their potential moderators.

TL;DR: The results of the multilevel ordinal logistic regression analyses showed a significant relation between all three components of EF (Inhibition, Updating Working Memory, and Shifting) and the hybrid model of RD, and that the strength of EF’s predictive power for RD classification was the highest when RD was modeled as having at least one or more symptoms.

TL;DR: In this article, student achievement in a semester-long flipped Calculus II course, combining various predictor measures related to student attitudes (math anxiety, math confidence, math interest, math importance) and cognitive skills (spatial skills, approximate number system), as well as student engagement with the online system (discussion forum interaction, time to submission of workshop assignments, quiz attempts), in predicting final grades.

TL;DR: Findings indicate that poor parent-reported EF is a common cognitive risk factor for reading and math disabilities, which is driven by a shared genetic basis among all three domains.