Supplementary file 5_Reading and math anxiety in children: differential roles of state and

A 2026 study by Lars Orbach examines state and trait components of reading and math anxiety in 311 third- and fourth-grade students. The dataset likely contains results from domain-specific anxiety questionnaires, reading and math achievement tests under timed and untimed conditions, and a measure of fluid intelligence. It is shared under a CC-BY-4.0 license on figshare.

Use Cases

• Modeling the relationship between trait anxiety and academic performance based on the described anxiety-performance relations.
• Analyzing the differential impact of time pressure on state anxiety in reading versus math tasks.
• Investigating the moderating role of fluid intelligence on anxiety-performance links as described in the study.
• Training classifiers to predict domain-specific anxiety levels from student assessment data.

Strengths

• Includes data from 311 participants, with 51.4% girls, providing a substantial sample size for analysis.
• Captures multiple measurement points for state anxiety (before/after tests and a reference condition) as described.
• Licensed under CC-BY-4.0, allowing for broad reuse and adaptation.

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 at 117.9 KB, indicating limited scope, likely containing summary results or a single supplementary table.

Provenance

Source

figshare

Collection Method

Likely collected via questionnaires and standardized achievement tests administered to school children.

Time Range

Study published in 2026; specific data collection period is unknown.

Freshness

Last updated 2026-05 08 05:29:51; freshness should be verified.

Geography

Geographic coverage of the student sample is unknown.