Child Reading and Math Anxiety Study with State-Trait Components and Time Pressure

A study of 311 third- and fourth-grade students (51.4% girls) examining domain-specific state and trait anxiety components and their relations to academic performance under timed and untimed conditions. The dataset, authored by Lars Orbach and last updated in May 2026, includes measures of fluid intelligence, reading and math achievement tests, and domain-specific anxiety questionnaires.

Use Cases

• Modeling the relationship between trait anxiety and academic performance based on domain-specific anxiety measures.
• Analyzing the impact of time pressure on state anxiety levels using assessments before and after tests.
• Investigating the moderating role of fluid intelligence on anxiety-performance relations as described in the study.
• Comparing domain-specific effects between reading and math anxiety on test scores.

Strengths

• Includes data from 311 child participants, providing a substantive sample size.
• Captures multiple measurement points for state anxiety (before/after tests and a reference condition).
• Explicitly distinguishes between state and trait components of anxiety, a key methodological strength.
• Assesses performance under both timed and untimed conditions, allowing for comparison.

Limitations

• Row count is unknown, which may limit suitability assessment.
• Column-level documentation is absent; field semantics must be inferred after download.
• The dataset is very small (129.9 KB), indicating limited scope or summary-level data.

Provenance

Source

figshare

Collection Method

Study data collected via domain-specific questionnaires and achievement tests administered to school children.

Time Range

Study period not specified; dataset last updated in 2026.

Freshness

Last updated 2026-05 08 05:29:53; freshness should be verified.

Geography

Geographic scope of the child sample is not specified.