Many children and adolescents experience negative emotions while learning mathematics and it is likely that children with a more adaptive way of regulating their emotions perform better in mathematics. This conclusion was indeed supported by recent research. A different line of research suggested that emotion regulation could compensate for low fluid intelligence in children's mathematical achievement indicating that a similar compensation effect may exist for other cognitive skills. Building on this research, the aims of the current study were to investigate whether a) emotion regulation is associated with mathematical achievement in children and adolescents and b) whether emotion regulation can buffer working memory (WM) capacities in the mathematical domain. In an additional set of exploratory analyses, we tested whether these interaction effects hold for other core components of executive functions (EFs) such as inhibition and cognitive flexibility. A large sample of 7- to 15-year-olds (N = 992) was tested using the Intelligence and Development Scales–2. We tested the hypotheses with multiple regression analyses with EFs as predictor variables, knowledge of emotion regulation strategies (emotion regulation) as moderator variable, and mathematical achievement as outcome variable. Results showed relations between children's and adolescents' emotion regulation and their mathematical achievement across mid-childhood to mid-adolescence. Furthermore, children's and adolescents' emotion regulation compensates low WM in participants' mathematical achievement, which was not found for inhibitory skills or cognitive flexibility. Our results highlight the dynamic relation between WM and emotional abilities in students' academic success.

许多儿童和青少年在学习数学的过程中会经历负面情绪，而调节情绪的适应性更强的儿童很可能在数学方面表现更好。这一结论确实得到了最近的研究的支持。另一项研究表明，情绪调节可以补偿儿童数学成绩中的低流体智力，这表明其他认知技能可能存在类似的补偿效应。在这项研究的基础上，本研究的目的是调查 a) 情绪调节是否与儿童和青少年的数学成就相关，以及 b) 情绪调节是否可以缓冲数学领域的工作记忆 (WM) 能力。在另一组探索性分析中，我们测试了这些交互作用是否适用于执行功能 (EF) 的其他核心组成部分，例如抑制和认知灵活性。7 到 15 岁的大样本（N  = 992) 使用智力和发展量表-2 进行测试。我们以 EF 作为预测变量，情绪调节策略知识（情绪调节）作为调节变量，数学成绩作为结果变量，通过多元回归分析检验了假设。结果显示了儿童和青少年的情绪调节与他们在童年中期到青春期中期的数学成绩之间的关系。此外，儿童和青少年的情绪调节补偿了参与者数学成绩的低 WM，这在抑制技能或认知灵活性方面没有发现。我们的结果突出了 WM 与学生学业成功中的情感能力之间的动态关系。