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Previous research has shown that math homework help of higher-math-anxious parents impedes children’s math learning and facilitates the development of math anxiety. In the present study, we explored a possible explanation for this phenomenon by examining the relations between parents’ math anxiety, their math homework-helping styles (i.e., autonomy- and controlling-supportive), and their child’s math achievement. Parents of children ages 11 to 14 completed an online survey. Using path analysis, we examined the relations among parental factors (i.e., math anxiety, math ability, and homework-helping styles) and child math achievement. Parents’ math anxiety was positively related to both autonomy-supportive and controlling-supportive math homework-helping styles. Notably, controlling-supportive style partially mediated the relation between parents’ math anxiety and their children’s math achievement. Thus, it is possible that the use of a controlling-supportive math homework-helping style may explain why the homework help offered by higher-math-anxious parents is detrimental to their children’s math learning. Identifying negative relations between parent factors and children’s math outcomes is crucial for developing evidence-based math learning interventions.

Comparison shopping is good financial practice, but situations involving numbers and computations are challenging for consumers with math anxiety. We asked North Americans (N = 256) to select the better deal between two products differing in volume and price. As predicted, math anxiety was negatively related to performance on this Price Comparison Task. We then explored the mechanism underlying this relation by testing math competency, price calculation ability, need for cognition, and cognitive reflection as potential mediators. The results from a competing mediator analysis indicated that all factors, apart from need for cognition, served as significant independent mediators between math anxiety and performance on our Price Comparison Task. This study has important implications for how–and why–math anxiety relates to a person’s ability to accurately compare product prices. These data suggest that consumers higher in math anxiety may represent a financially vulnerable population, particularly in the context of financial tasks that are inherently mathematical.

We investigate the relations between math anxiety, financial anxiety, and financial literacy while extending previous research in three ways. First, we examine the distinct subconstructs that comprise financial literacy (i.e., financial knowledge, confidence, attitudes, and behaviour). Second, we distinguish between financial knowledge items that are confounded with numeracy versus items that are not. Third, we control for trait anxiety. Using survey data from Canadian adults (N = 241), we demonstrate that math anxiety is negatively related to mathematical financial knowledge but is not related to conceptual financial knowledge, financial confidence, or financial behaviour. Financial anxiety, conversely, is negatively related to both mathematical and conceptual financial knowledge, financial confidence, and ideal financial behaviour. Our data suggest that, when considering financial literacy holistically, financial anxiety is more important than previously thought. These findings highlight the importance of distinguishing between the subconstructs that comprise financial literacy when attempting to understand individual differences that relate to financial literacy. Educators and policymakers looking to improve financial literacy would seemingly benefit from employing a targeted approach to decrease anxiety toward both math and finances.