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Processing efficiency theory in children: working memory as a mediator between trait anxiety and academic performance

Processing efficiency theory in children: working memory as a mediator between trait anxiety and academic performance
Processing efficiency theory in children: working memory as a mediator between trait anxiety and academic performance
Abstract
Working memory skills are positively associated with academic performance. In contrast, high levels of trait anxiety are linked with educational underachievement. Based on Eysenck and Calvo's (1992) processing efficiency theory (PET), the present study investigated whether associations between anxiety and educational achievement were mediated via poor working memory performance. Fifty children aged 11-12 years completed verbal (backwards digit span; tapping the phonological store/central executive) and spatial (Corsi blocks; tapping the visuospatial sketchpad/central executive) working memory tasks. Trait anxiety was measured using the State-Trait Anxiety Inventory for Children. Academic performance was assessed using school administered tests of reasoning (Cognitive Abilities Test) and attainment (Standard Assessment Tests). The results showed that the association between trait anxiety and academic performance was significantly mediated by verbal working memory for three of the six academic performance measures (math, quantitative and non-verbal reasoning). Spatial working memory did not significantly mediate the relationship between trait anxiety and academic performance. On average verbal working memory accounted for 51% of the association between trait anxiety and academic performance, while spatial working memory only accounted for 9%. The findings indicate that PET is a useful framework to assess the impact of children's anxiety on educational achievement.
trait anxiety, working memory, school, academic performance, children
417-430
Owens, Matthew
bdb0dd82-db76-4106-806e-2ab06629d132
Stevenson, Jim
0c85d29b-d294-43cb-ab8d-75e4737478e1
Norgate, Roger
4aa4c5c2-f6bc-423b-a806-48d3c447e15b
Hadwin, Julie A.
a364caf0-405a-42f3-a04c-4864817393ee
Owens, Matthew
bdb0dd82-db76-4106-806e-2ab06629d132
Stevenson, Jim
0c85d29b-d294-43cb-ab8d-75e4737478e1
Norgate, Roger
4aa4c5c2-f6bc-423b-a806-48d3c447e15b
Hadwin, Julie A.
a364caf0-405a-42f3-a04c-4864817393ee

Owens, Matthew, Stevenson, Jim, Norgate, Roger and Hadwin, Julie A. (2008) Processing efficiency theory in children: working memory as a mediator between trait anxiety and academic performance. Anxiety, Stress & Coping, 21 (4), 417-430. (doi:10.1080/10615800701847823).

Record type: Article

Abstract

Abstract
Working memory skills are positively associated with academic performance. In contrast, high levels of trait anxiety are linked with educational underachievement. Based on Eysenck and Calvo's (1992) processing efficiency theory (PET), the present study investigated whether associations between anxiety and educational achievement were mediated via poor working memory performance. Fifty children aged 11-12 years completed verbal (backwards digit span; tapping the phonological store/central executive) and spatial (Corsi blocks; tapping the visuospatial sketchpad/central executive) working memory tasks. Trait anxiety was measured using the State-Trait Anxiety Inventory for Children. Academic performance was assessed using school administered tests of reasoning (Cognitive Abilities Test) and attainment (Standard Assessment Tests). The results showed that the association between trait anxiety and academic performance was significantly mediated by verbal working memory for three of the six academic performance measures (math, quantitative and non-verbal reasoning). Spatial working memory did not significantly mediate the relationship between trait anxiety and academic performance. On average verbal working memory accounted for 51% of the association between trait anxiety and academic performance, while spatial working memory only accounted for 9%. The findings indicate that PET is a useful framework to assess the impact of children's anxiety on educational achievement.

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More information

Published date: 2008
Keywords: trait anxiety, working memory, school, academic performance, children
Organisations: Clinical Neurosciences

Identifiers

Local EPrints ID: 146349
URI: http://eprints.soton.ac.uk/id/eprint/146349
PURE UUID: 96344731-bfa5-49da-aed4-28ebeb72bbeb

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Date deposited: 21 Apr 2010 11:04
Last modified: 14 Mar 2024 00:55

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Contributors

Author: Matthew Owens
Author: Jim Stevenson
Author: Roger Norgate
Author: Julie A. Hadwin

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