Success in mathematics depends not only on students’ cognitive abilities but also on emotional factors, such as self-concept and anxiety. Special attention should be given to students with specific learning difficulties (SLD), as they often experience problems with working memory. These difficulties negatively affect the mastery of arithmetic skills, frequently leading to repeated failures. Consequently, students may develop negative beliefs about their abilities and lower self-concept, which is often associated with higher levels of maths anxiety. Research confirms that negative self-concept significantly contributes to increased maths anxiety. Students who doubt their abilities often feel overwhelmed and develop a fear of failure, which further exacerbates their anxiety. Conversely, positive self-concept can be a protective factor, since students who believe in their abilities approach challenges with greater confidence and are less susceptible to maths anxiety. Therefore, for students with SLD, in addition to cognitive support, fostering positive self-concept is crucial, as it can significantly reduce anxiety and improve mathematical performance.
The main aim of this master’s thesis is to review previous research and investigate the relationships among arithmetic skills, maths anxiety, working memory, and mathematics self-concept in students with and without SLD, and to identify potential differences in these relationships between the two groups. A sub-goal is to examine the effects of arithmetic skills, working memory, and mathematics self-concept on maths anxiety in students with and without SLD, as well as differences in the impact of these factors on maths anxiety between the groups.
In the empirical part of the research, four instruments were used to examine the relationships among arithmetic skills, mathematics anxiety, working memory, and mathematics self-concept in two groups of students: those with and those without SLD. Differences between the groups were identified in characteristics, relationships, and the effects of these factors on mathematics anxiety.
The study was conducted on a sample of students in grades 7 to 9 (N = 42). Students were matched into equivalent pairs based on grade, age, and gender, with each pair consisting of one student with SLD and one peer without SLD. Arithmetic skills were assessed using the Desetminutni aritmetični test. Mathematics anxiety was measured using the Mathematics Anxiety Scale (MAS-UK; Hunt et al., 2011). Working memory was assessed with two subtests from the Special Needs Assessment Profile (SNAP; Weedon and Reid, 2009), and mathematics self-concept was measured using the subscale of the TIMSS 2015 questionnaire for 8th-grade students.
The results of the study indicate that students without SLD achieved significantly higher scores in arithmetic skills, verbal working memory, and higher mathematics self-concept than students with SLD. No differences were found between the groups in the level of maths anxiety; however, maths anxiety in both groups was most commonly observed in evaluative situations. The strongest correlation was found between maths anxiety and maths self-concept. Regression analysis revealed that self-concept is a significant predictor of math anxiety, while mastery of arithmetic skills and working memory do not contribute significantly to its prediction. The findings highlight the importance of emotional factors in students’ experiences of mathematics, as the way students perceive their own mathematical abilities appears to significantly influence their experience of anxiety. Therefore, when supporting students with SLD, it is important not only to focus on developing cognitive skills but also to foster a positive mathematical self-concept and a sense of competence.
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