We investigated the longitudinal relations between parent (T1 n = 584, T2 n = 564) and teacher (T1 n = 39, T2 n = 39) beliefs about children’s (T1 n = 582, T2 n = 576) competence at primary school grade 3 (T1) and the subsequent interest and self-concept of ability of children during grade 4 (T2) in literacy and math, using longitudinal cross-lagged panel models on survey data. Furthermore, we explored the interactive effects of parent and teacher beliefs on children’s subsequent interest and self-concept of ability. While parent beliefs did not predict children’s interest and self-concept of ability in either subject, teacher beliefs predicted children’s self-concept, but not their interest, in both literacy and math. Parent and teacher beliefs also significantly interacted, with parent beliefs positively predicting self-concept of ability in both subjects when teacher beliefs were high. When teacher beliefs were low, parent beliefs had no impact.

While a negative relation between math anxiety (MA) and performance is well-documented in the literature, we still lack research about the directionality of this relationship, and the roles of motivational factors in it. In this study, we investigated the longitudinal relations of MA and performance from the 4th to 5th grade, and how math self-concept and interest predict MA and performance. Finnish students’ (n = 345) MA (cognitive and affective dimensions) and math performance (multi-digit arithmetic fluency) were measured twice, and math self-concept and interest once in the 4th grade. Cross-lagged panel model showed that Grade 4 math performance predicted Grade 5 MA (both cognitive and affective), but not vice versa, thus supporting the theoretical Deficit Model of MA. When motivational factors were included in the model, only Grade 4 math performance predicted Grade 5 affective MA. Math interest was a significant predictor of affective MA, whereas math self-concept predicted only math performance. As our results follow the Deficit Model of the directionality between math performance and MA, in school practice, emphasis should be given in supporting students’ math skills and interest, which in turn, may help in reducing MA. Lack of interest in math could also be considered as a risk factor for experiencing MA, especially the affective dimension of it.

One of the most common comorbidities in children with dyscalculia is ADHD. As children with dyscalculia and children with ADHD face challenges in learning contexts, children with both diagnoses should be given special attention in interventions. There are digital-based interventions that can improve mathematical competencies. Such interventions may either be challenging or particularly suitable for supporting children with dyscalculia and ADHD.

Children with mathematical difficulties aged 8 to 12 years practiced 6-8 weeks with a new tablet-based serious game for mathematics developed for the treatment of children with mathematical difficulties. Two measurement points are included (pretest, posttest) with data collection currently ongoing. Sociodemographic variables, competencies in mathematics, ADHD diagnosis and symptoms reported by parents as well as other associated factors, e.g., working memory are assessed.

Preliminary results of data of 27 children (n = 21 without ADHD; n = 6 with ADHD), who participated at pretest and posttest and who all practiced with the serious game, show an increase in the mean T-scores in mathematical competencies for both groups. During the pretest, the mean T-scores in mathematical competencies are in both groups in the lower average range to below average range (without ADHD: M = 40.07, SD = 6.49; with ADHD: M = 30.55, SD = 4.49) and increase in the posttest (without ADHD: M = 44.76, SD = 8.09; with ADHD: M = 41.35, SD = 1.29). Whereas it seems that the increase in the mean T-scores from the pretest to the posttest in children with ADHD is greater than in children without ADHD.

Further analyses, with a larger sample and control group, will compare the groups inferentially and report effect sizes to determine possible differences in the success of the training with the serious game in the treatment of children with and without ADHD.

Math anxiety has been negatively related to math performance already during primary school years. Two intervention approaches, cognitive and emotional support, have been recognized to be effective in reducing math anxiety and improving math performance. However, there is still a need to develop effective intervention programs. Thus, the present study aimed to investigate the effects of two brief interventions that included either relaxation (i.e., emotional support) or math activities (i.e., cognitive support) on reducing math anxiety and improving math performance in Grade 5 and 6 students (N = 173, M = 12.1 years; girls 53,8%). The intervention effects were compared to an active control group participating in body rhythm activities. Each program included nine 3–6-minute sessions, three times a week for three weeks at the beginning of math lessons. Students' math anxiety (affective and cognitive) and math performance (arithmetic fluency) were measured before and after the intervention. The data collection was conducted in two parts and is still in process. Preliminary results from the first data collection (n = 80) showed that relaxation training had a decreasing, although not significant, within-group effect (g = -0.33, p = .082) on affective math anxiety, and multiplication training improved significantly multiplication fluency (g = 0.47, p = .015). No effects were observed within the body rhythm group nor in the between-group analyses. Intervention results with a full sample will be presented and discussed at the ECDP 2025 conference.