Meta-analyses from the 1990s previously have established a significant, small-to-moderate, and negative correlation between math achievement and math anxiety. Since these publications, research has continued to investigate this relation with more diverse samples and measures. Thus, the goal of the present meta-analysis was to provide an update of the math anxiety-math achievement relation and its moderators. Analyzing 747 effect sizes accumulated from research conducted between 1992 and 2018, we found a small-to-moderate, negative, and statistically significant correlation (r = -.28) between math anxiety and math achievement. The relation was significant for all moderator subgroups, with the exception of the relation between math anxiety and assessments measuring the approximate number system. Grade level, math ability level, adolescent/adult math anxiety scales, math topic of anxiety scale, and math assessments were significant moderators of this relation. There is also a tendency for published studies to report significantly stronger correlations than unpublished studies, but overall, large, negative effect sizes are underreported. Our results are consistent with previous findings of a significant relation between math anxiety and math achievement. This association starts in childhood, remains significant through adulthood, is smaller for students in Grades 3 through 5 and postsecondary school, is larger for math anxiety than for statistics anxiety and for certain math anxiety scales, and is smaller for math exam grades and samples selected for low math ability. This work supports future research efforts to determine effective math achievement and math anxiety interventions, which may be most helpful to implement during childhood. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

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对数学焦虑与数学成就之间关系的荟萃分析。

1990年代以前的荟萃分析在数学成就和数学焦虑之间建立了显着，小到中等和负相关的关系。自这些出版物发表以来，研究一直在用更多不同的样本和方法来研究这种关系。因此，本荟萃分析的目的是提供数学焦虑与数学成就关系及其主持人的更新。分析从1992年至2018年进行的研究累积的747效应量，我们发现数学焦虑与数学成就之间存在小到中等，负向和统计学上显着的相关性（r = -.28）。该关系对所有主持人亚组均具有重要意义，但数学焦虑与评估近似数字系统的评估之间的关系除外。年级水平，数学能力水平，青少年/成人数学焦虑量表，数学焦虑量表和数学评估是这种关系的重要调节者。还存在一种趋势，即已发表的研究报告的关联性明显强于未发表的研究，但总体而言，负面影响的大小被低估了。我们的结果与先前关于数学焦虑与数学成就之间显着关系的发现相一致。这种关联从儿童时期开始，到成年后仍然很重要，对于3至5年级的学生和中学后的学生来说较小，对于数学焦虑的人数要大于对统计焦虑和某些数学焦虑量表的关注，并且对于数学考试成绩和所选样本要小数学能力较低。这项工作支持未来的研究工作，以确定有效的数学成绩和数学焦虑干预措施，这可能对童年时期实施最有帮助。（PsycInfo数据库记录（c）2021 APA，保留所有权利）。