Mathematics is often considered a domain relatively independent from other fields, with progress largely attributed to domain-specific cognitive skills. However, research highlights the influence of non-cognitive factors as well.
In our study, we examined how motivational and affective variables relate to arithmetic reasoning, a core mathematical competence. Eighty-four university students (mean age: 25.12) completed questionnaires on math anxiety, self-assessed math ability, and mindset.
During the experimental phase, participants completed two mental arithmetic tests: a modified Trier Mental Challenge Test (TRIER/TMCT), inducing cognitive load and failure experience, and the Math Effort Test (MET), allowing self-selected difficulty levels.
Metacognitive self-assessments positively correlated with performance under high mental load and with accuracy at higher difficulty levels. Cluster analysis (R² = 0.635) revealed that students choosing the highest difficulty rated their math ability significantly higher and performed more efficiently under pressure.
Moderation analysis showed that math anxiety weakened the link between perceived ability and task engagement. While higher ability predicted stronger commitment under low anxiety, this effect diminished or disappeared at higher anxiety levels.
These findings underscore the moderating role of math anxiety in the effective acquisition and application of mathematical skills.