Table 1.
Descriptive statistics of the research variables.
| M | SD | |
|---|---|---|
| Children’s variables | ||
| (1) Math fluency | 101.22 | 13.13 |
| (2) Calculation | 108.07 | 9.01 |
| (3) AMAS | 22.77 | 7.59 |
| (4) Intrinsic reading motivation | -1.06 | 1.30 |
| (5) Intrinsic math motivation | -0.41 | 1.21 |
| (6) Intrinsic science motivation | -0.36 | 1.35 |
| (7) Intrinsic general motivation | -0.76 | 1.15 |
| (8) Congruency effect – single digit | -47.02 | 396.02 |
| (9) Congruency effect – double digit | -131.42 | 364.77 |
| (10) Congruency effect - triple digit | -74.52 | 338.80 |
| (11) Congruency effect - math word | -27.07 | 154.49 |
| (12) Congruency effect - neutral word | -5.64 | 182.27 |
| Mothers’ variables | ||
| (13) Years of schooling | 15.07 | 2.26 |
| (14) ISEI | 59.40 | 17.69 |
| (15) Math skills in high school | 5.26 | 1.45 |
| (16) Math skills at present | 4.78 | 1.36 |
| (17) Pressure | 42.03 | 5.01 |
| (18) Psychological support | 37.03 | 4.35 |
| (19) Help | 34.92 | 5.13 |
| (20) Press for intellectual development | 28.40 | 7.74 |
| (21) Monitoring | 25.00 | 5.72 |
| (22) Math test anxiety | 45.25 | 13.95 |
| (23) Numerical task anxiety | 13.07 | 5.99 |
| (24) Math course anxiety | 12.33 | 4.72 |
| (25) Math anxiety | 70.66 | 22.21 |
AMAS, the Abbreviated Math Anxiety Scale (Hopko et al., 2003); congruency effect, the difference between reaction time in the incongruent and congruent conditions in the numerical dot-probe task (Rubinsten et al., 2015); ISEI, the International Socioeconomic Index (Ganzeboom and Treiman, 1996).