Associação entre Regulação Emocional e Ansiedade Matemática em Estudantes do Ensino Fundamental

Tardelli de Souza Guilherme; Adriane  Lessa de Jesus Medeiros; José Neander Silva Abreu

doi:10.1590/1982-4327e3633

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Tardelli de Souza Guilherme Federal University of Bahia https://orcid.org/0000-0002-7841-6394
- Conceptualization
- Data Curation
- Formal Analysis
- Funding Acquisition
- Investigation
- Methodology
- Project Administration
- Resources
- Software
- Supervision
- Validation
- Visualization
- Writing – Original Draft Preparation
- Writing – Review & Editing
Adriane Lessa de Jesus Medeiros Federal University of Bahia https://orcid.org/0009-0001-5682-7408
- Conceptualization
- Data Curation
- Formal Analysis
- Funding Acquisition
- Investigation
- Methodology
- Project Administration
- Resources
- Software
- Supervision
- Validation
- Visualization
- Writing – Original Draft Preparation
- Writing – Review & Editing
José Neander Silva Abreu Federal University of Bahia https://orcid.org/0000-0001-7636-3666
- Conceptualization
- Data Curation
- Formal Analysis
- Funding Acquisition
- Investigation
- Methodology
- Project Administration
- Resources
- Software
- Supervision
- Validation
- Visualization
- Writing – Original Draft Preparation
- Writing – Review & Editing

DOI:

https://doi.org/10.1590/1982-4327e3633

Keywords:

math anxiety, emotion regulation, elementary school students

Abstract

Current research investigates the association between emotion regulation and mathematical anxiety. However, many studies examine this relationship in adolescents and adults. The objective of this study was to investigate the association between emotion regulation and mathematical anxiety in fifth-grade elementary students. This quantitative and exploratory research was conducted with 54 children aged 10 to 13 years. Descriptive analyses, correlations, and simple regression analyses were conducted using the scores from the Emotion Regulation and Mathematical Anxiety Questionnaire instruments. Negative correlations were found between the use of fear and anger regulation strategies and both general mathematical anxiety and anxiety during activities performed at home. Associations were also observed between the harmful character of fear and emotion recognition and anxiety during written calculations. These findings suggest that specific components of emotion regulation are associated with dimensions of mathematical anxiety in childhood.