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ghadampour E, heidaryani L, Barzegarbafrooei M, nasiri hanis G, Mohammadi Rayegani M. (2019). The mediating role of pointer memory and mathematical self-concept in the relationship between mathematical anxiety and mathematical performance in students. Journal of Psychological Science. 18(83), 2203-2211.
URL: http://psychologicalscience.ir/article-1-464-en.html

Background: Math anxiety is one of the factors that disrupt students 'math performance, but the question is, are mathematical anxiety and math self-concept correlated with students' math anxiety and math performance? Aims: To investigate the mediating role of mathematical memory and math self-concept in the relationship between mathematical anxiety and mathematical performance in students. Method: This was a descriptive correlational study. The statistical population of the study consisted of all students in the experimental period of Meybod city during the academic year of 1398-1989. 260 students were selected by cluster random sampling., Dale and Azov Paradat (2012), Marsh's Mathematical Self-Concept Questionnaire (1990), and Mathematics Lesson Score at the end of term. Data were analyzed using path analysis. Results: Math anxiety predicts students' math performance negatively (P<0/05). Mathematical anxiety had a direct and significant effect on mathematical performance with the mediator role of activator memory and mathematical self-concept (P<0/05). Conclusions: Active memory and self-concept can influence students' mathematical anxiety and performance.