The relationship between anxiety and mathematics has often been investigated in the literature. Different forms of anxiety have been evaluated, with math anxiety (MA) and test anxiety (TA) consistently being associated with various aspects of mathematics. In this meta-analysis, we have evaluated the impact of these forms of anxiety, distinguishing between different types of mathematical tasks. In investigating this relationship, we have also included potential moderators, such as age, gender, working memory, type of task, and type of material. One hundred seventy-seven studies met the inclusion criteria, providing an overall sample of 906,311 participants. Results showed that both MA and TA had a significant impact on mathematics. Sociodemographic factors had modest moderating effects. Working memory (WM) also mediated the relationship between MA and TA with mathematics; however, this indirect effect was weak. Theoretical and educational implications, as well as future directions for research in this field, are discussed.

文献中经常研究焦虑和数学之间的关系。已经评估了不同形式的焦虑，数学焦虑 (MA) 和考试焦虑 (TA) 始终与数学的各个方面相关。在这项元分析中，我们评估了这些形式的焦虑的影响，区分了不同类型的数学任务。在调查这种关系时，我们还包括了潜在的调节因素，例如年龄、性别、工作记忆、任务类型和材料类型。177 项研究符合纳入标准，提供了 906,311 名参与者的总体样本。结果表明，MA 和 TA 对数学都有显着影响。社会人口因素具有适度的调节作用。工作记忆 (WM) 还调节了 MA 和 TA 与数学之间的关系；然而，这种间接影响是微弱的。讨论了理论和教育意义，以及该领域研究的未来方向。