Child Reading and Math Anxiety Survey Data with Intelligence and Time Pressure Measures

311 third- and fourth-grade students completed domain-specific state and trait anxiety questionnaires, reading and math achievement tests under timed and untimed conditions, and a fluid intelligence measure. The study, authored by Lars Orbach and last updated in May 2026, examines the hierarchical nature of reading and math anxiety and their distinct relationships with academic performance. Results highlight the critical role of situational demands like time pressure in shaping anxiety-performance relations in children.

Use Cases

• Modeling the relationship between trait anxiety and academic performance based on domain-specific trait anxiety scores.
• Analyzing the impact of time pressure on state anxiety levels based on tests administered under timed and untimed conditions.
• Investigating the moderating effect of fluid intelligence on anxiety-performance relations based on the intelligence measure.
• Comparing domain-specificity between reading and math anxiety constructs based on the hierarchical model results.

Strengths

• Includes data from 311 participants, providing a substantial sample size for analysis.
• Captures multiple measurement points for state anxiety: before and after tests and in a reference condition.
• Employs a multi-faceted design with measures for fluid intelligence, timed/untimed performance, and domain-specific state/trait anxiety.

Limitations

• Row count is unknown, which may limit suitability assessment.
• Column-level documentation is absent; field semantics must be inferred after download.
• Data may reflect geographic or demographic bias inherent to the single study sample.

Provenance

Source

figshare, authored by Lars Orbach.

Collection Method

Survey and test data collected from a sample of 311 third- and fourth-grade students.

Time Range

The study's data collection period is not specified.

Freshness

Last updated 2026-05-08 05:29:55; freshness should be verified.

Geography

The geographic coverage of the student sample is not specified.