Lars Orbach

Federal University of Minas Gerais | UFMG

This study investigates math anxiety (MA) by comparing trait-components of MA with real-time assessments of situational anxiety responses (state-components) in children. The research to date on MA in children is somewhat disparate in regard to methodology, and firm conclusions regarding the relation of MA to intelligence, math achievement and learn...

This study examines the interplay of state- and trait-math anxiety (MA) and core executive functions (CEF) on math achievement in children. According to attention control theory, MA affects the CEF by triggering the inhibition function, so that some working memory (WM) is blocked, thus reducing task processing capacity. However, research on the int...

Recent findings on the negative impacts of math anxiety (MA) have raised questions for educational and clinical research regarding effective intervention programs. One basic approach for developing intervention programs in the field of cognitive behavioral therapy is to gain an in-depth understanding of the cognitive beliefs of children with a spec...

The suspension of face-to-face teaching, due to the COVID-19 social distancing regulations, raised serious concerns about the impacts on children’s academic learning. Because the implementation of distance education in Germany was entirely the responsibility of individual schools, and because the home learning environments varied across households,...

The aim of this study is to evaluate the psychometric properties of Mathematics Anxiety (MA) questionnaires based on the psychological state-trait anxiety model. Therefore, the trait-Math Anxiety Questionnaire (trait-MAQ) and the state-Math Anxiety Questionnaire (state-MAQ) were examined in a sample of Chilean school-aged children (N = 430, Mage =...

Im Rahmen dieses Kapitels soll ein prägnanter Überblick über das Phänomen der Mathematikangst geboten werden. Der Beitrag möchte die zentralen Fragen zur Relevanz von Mathematikangst im Kontext Schule beantworten, in dem eine Begriffsbestimmung vorgenommen wird und Wirkmodelle der Mathematikangst zur mathematischen Leistung, Motivation und Lernverh...

Die Aussetzung des Präsenzunterrichts aufgrund der COVID-19-Maßnahmen gab Anlass zur Frage, inwiefern der Distanzunterricht das schulische Lernen beeinflusste. Da die Umsetzung des Distanzunterrichts in den Schulen stark variierte und die Lernumgebungen in den einzelnen Haushalten verschieden waren, hatten Kinder während der COVID-19 Pandemie sehr...

The suspension of face-to-face teaching, due to the COVID-19 social distancing regulations, raised serious concerns about the impacts on children's academic learning. Because the implementation of distance education in Germany was entirely the responsibility of individual schools, and because the home learning environments varied across households,...

Presentation at MCLS Conference 2022: Although the interaction between anxiety and attention is considered crucial for learning and performance in mathematics, less studies have examined these cognitive and affective predictors in one framework and explored the role of sustained attention in promoting children’s arithmetic performance, using tradit...

Although the interaction between anxiety and attention is considered crucial for learning and performance in mathematics, few studies have examined these cognitive and affective predictors in a single framework or explored the role of sustained attention in promoting children’s arithmetic performance, using traditional linear analyses and latent pr...

Recent studies indicate that math anxiety (MA) can already be found in school-aged children. As early MA depicts a potential risk for developing severe mathematical difficulties and impede the socio-emotional development of children, distinct knowledge about how to reduce MA in school-aged children is of particular importance. Therefore, the goal o...

Recent findings on the negative impacts of math anxiety (MA) in children raised outstanding issues for educational and clinical research, regarding effective intervention programs. One basic approach to develop intervention programs in field of cognitive behavioral therapy is to gain an in-depth understanding of the cognitive beliefs (CB) of childr...

Although research has provided evidence for a clear association of core executive function (CEF) to math performance, fewer studies have been carried out on arithmetic fact retrieval in relation to the symptoms of attention deficit hyperactivity disorder (ADHD). The present study assessed mathematical achievement on a basic number skill test and on...

Paper presented at the Mathematical Cognition and Learning Society Conference 2020, Dublin, Ireland (online). The poster presents findings of our publication: Orbach, L., Herzog, M., & Fritz, A. (2020). Relation of Attention Deficit Hyperactivity Disorder (ADHD) to Basic Number Skills and Arithmetic Fact Retrieval in Children. Research in Develop...

This study investigates math anxiety (MA) by comparing trait-components of MA with real-time assessments of situational anxiety responses (state-components) in children. The research to date on MA in children is somewhat disparate in regard to methodology, and firm conclusions regarding the relation of MA to intelligence, math achievement and learn...

Performance-inhibiting effects of math anxiety (MA) have been explained by avoidance behaviour and deficits in the attention control system of anxious individuals. According to attentional-control theory (Eysenck et al., 2007), MA affects the working memory (WM) by impairing the inhibition function, so that math anxious individuals are more vulnera...

Der Stifterverband für die Deutsche Wissenschaft e.V. und das Ministerium für Kultur und Wissenschaft des Landes Nordrhein-Westfalen bewilligte dem Lehrstuhl für Pädagogische Psychologie von Prof. Dr. Fritz-Stratmann zum 1. Februar 2018 ein Fellowship für Innovation in der digitalen Hochschullehre. Durch dieses Fellowship wird die Problembasierte E...

This study investigated trait-math anxiety during the transition from primary to secondary school. Currently, very disparate findings exist for primary school and early secondary school students, which can be explained by inconsistent definitions and different operationalizations of math anxiety, amongst other reasons. This study is aimed at contri...

Comparison between different MA-types and children without MA (math achievement, attitudes towards mathematics, self-rating of math skills, learning motivation).

This study investigated math anxiety (MA) during the transition from primary to secondary school. Currently, very disparate findings exist for these school years, which can be explained inter alia by inconsistent definitions and different operationalizations of math anxiety (Ashcraft et al., 2007). For contributing to the definition of terms, quest...