Introduction:

several studies provide evidence on the negative association between mathematics anxiety and mathematics achievement. However, there is no consensus on the factors that moderate this relationship. The present research synthesized the results in relation to the association between mathematics anxiety and mathematics achievement, as well as certain variables that influence this link.

Methods:

an umbrella review of meta-analyses conducted between 2015-2022, including a total of 505 studies.

Discussion:

the results confirm the negative association between math anxiety and mathematics achievement. This relationship extends from elementary school to adulthood, and is not specific to the academic context. Weaker correlations are established during primary school samples, while the strongest correlations are identified in secondary school and pre-university groups. This association is not influenced by gender, and varies between geographic regions. Specifically, it was stronger in Asian students, compared to European and American students.

Conclusions:

the results suggest the need of future research efforts to design actions for the early identification of children at risk of math anxiety and support them, in order to increase their performance in this domain of knowledge in academic and everyday life settings where Mathematics is relevant for decision making and individual success. It also contributes elements to the debate on MA as a specific anxiety disorder and its inclusion in the diagnostic manuals of mental disorders.

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