A meta-analytic review of the relation between spatial anxiety and spatial skills.

Spatial skills are key predictors of achievement in science, technology, engineering, and mathematics disciplines, despite being acquired through everyday life and not formally taught in schools. Spatial skills include a diverse group of abilities broadly related to reasoning about properties of space such as distance and direction. Recently, more research has investigated the link between spatial skills and spatial anxiety, defined as a fear or apprehension felt when engaged in spatial thinking.

A preliminary 'shortlist' of individual, family, and social-community assets to promote resilience in pediatric ADHD.

Background: Understanding factors that promote resilience in pediatric ADHD is important though highly understudied.

Aims: The current study sought to provide a preliminary 'shortlist' of key individual, family, and social-community assets among children with ADHD.

Methods And Procedures: The study included well-characterized, clinically-evaluated samples of children with (n=108) and without ADHD (n=98) ages 8-13 years (M=10.

A meta-analysis of the relation between math anxiety and math achievement.

Meta-analyses from the 1990s previously have established a significant, small-to-moderate, and negative correlation between math achievement and math anxiety. Since these publications, research has continued to investigate this relation with more diverse samples and measures. Thus, the goal of the present meta-analysis was to provide an update of the math anxiety-math achievement relation and its moderators.