Physiological Stress, Perceived Stress, and Mathematical Performance in Primary School Children

Abstract

Stress is an important factor related to performance. However, research in children is lacking on this topic, whereas stress during (mathematical) testing is becoming more prevalent in current society. Children’s physiological stress, perceived stress, and mathematical performance under stress were investigated in the present study. Seventy-seven primary school children (46.8% boys) with a mean age of 9.40 years participated. Results were analyzed using Bayesian statistics. Group mean differences were tested in subgroups based on age, gender, and earlier mathematical ability. Furthermore, the relations between physiological stress, perceived stress, and mathematical performance under stress were explored for the total group and the separate subgroups. Results indicated a low correlation between physiological stress, perceived stress, and mathematical performance. The relationships seemed to be different for each subgroup, both in direction and strength. Implications for further research and practice are discussed.