Relation between Executive Function and Math Anxiety in 1st Grade Students

Although there have been many efforts to reduce students math anxiety, the problem persists. This study examines the executive function as a solution to that problem, because previous studies on reducing early elementary school students math anxiety suggest that it is important to focus on the executive function. Through research on previous studies, this study hypothesizes that studying the different levels of the executive function (working memory, inhibitory control, attentional shift) in the student with math anxiety will give insight through analysis of the data. As a results of this study, the students who fit that hypothesis are identified. These results can be used for research in real-world conditions in the future studies, and focusing on these results, interventions, programs, or lessons to reduce the students math anxiety can be planned and implemented. This study can be the starting point of other studies for reducing early elementary school students math anxiety by focusing on executive function.