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 There is also a tendency for published studies to report significantly stronger correlations than unpublished studies, but overall, large, negative effect sizes are underreported.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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数学焦虑与数学成绩关系的元分析。

1990 年代的荟萃分析先前已确定数学成就与数学焦虑之间存在显着的、中小度的负相关。自从这些出版物发表以来，研究一直在用更多样化的样本和测量方法来调查这种关系。因此，本荟萃分析的目标是提供数学焦虑-数学成就关系及其调节因素的更新。分析从 1992 年至 2018 年间进行的研究中积累的 747 个效应量，我们发现数学焦虑与数学成就之间存在小到中度、负相关且具有统计学意义的相关性 (r = -.28)。除了数学焦虑和测量近似数字系统的评估之间的关系外，所有调节子组的关系都是显着的。年级水平，数学能力水平，青少年/成人数学焦虑量表、焦虑量表的数学主题和数学评估是这种关系的重要调节因素。已发表的研究也倾向于报告比未发表的研究显着更强的相关性，但总体而言，大的负面影响大小被低估了。我们的结果与之前关于数学焦虑与数学成绩之间显着关系的发现一致。这种关联从童年开始，到成年后仍然很重要，对于 3 至 5 年级和中学后学校的学生来说较小，对于数学焦虑的影响大于统计焦虑和某些数学焦虑量表，对于数学考试成绩和所选样本的影响较小因为数学能力低。这项工作支持未来的研究工作，以确定有效的数学成就和数学焦虑干预措施，这可能最有助于在儿童时期实施。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。