The appropriate order of measure presentation when testing relationships between math anxiety and performance has not been tested empirically. In the current study, 480 university students were randomly presented or not presented with math anxiety questions at multiple testing stages (pretest [state & trait], midtest [state], and posttest [state]). We tested the impact of anxiety measurement timepoint and found that mean anxiety ratings were significantly lower directly after a math fluency test than at all other timepoints. Across timepoints, relationships between math anxiety and performance were consistent. Participants who completed pretest trait assessments reported higher pretest state anxiety and less effort, but effects were non-significant after Benjamini-Hochberg correction, and their performance was not impacted. There were no other significant effects of prior anxiety measurement. Results suggests that, in most circumstances, researchers can measure state anxiety at any assessment stage without concern for its influence on anxiety ratings or math performance.

在测试数学焦虑与成绩之间的关系时，尚未通过经验来测试度量表示的适当顺序。在本研究中，在多个测试阶段（预测[状态和特质]，中测[状态]和后测[状态]）向480名大学生随机或不提示数学焦虑题。我们测试了焦虑测量时间点的影响，发现在数学流利度测试之后，平均焦虑评分明显低于所有其他时间点。在各个时间点上，数学焦虑与表现之间的关系是一致的。完成测试前性格评估的参与者报告说，测试前的状态焦虑更高，所需的努力更少，但是在Benjamini-Hochberg矫正后效果并不显着，并且其表现没有受到影响。先前的焦虑测量没有其他显着影响。结果表明，在大多数情况下，研究人员可以在任何评估阶段测量状态焦虑，而无需担心其对焦虑等级或数学成绩的影响。