Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of 366 second and third graders. Math achievement was significantly correlated with attentional difficulties and social problems but not with internalizing symptoms. The relation between math achievement and externalizing behavioral problems was stronger in girls than in boys. Math achievement was not correlated with trait anxiety but was negatively correlated with math anxiety. Critically, math anxiety differed significantly between children classified as math learning disabled (MLD), low achieving (LA), and typically developing (TD), with math anxiety significantly higher in the MLD and LA groups compared to the TD group. Our findings suggest that, even in nonclinical samples, math difficulties at the earliest stages of formal math learning are associated with attentional difficulties and domain-specific anxiety. These findings underscore the need for further examination of the shared cognitive, neural, and genetic influences underlying problem solving and nonverbal learning difficulties and accompanying internalizing and externalizing behaviors.

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The Empathizing-Systemizing (E-S) theory describes a profile of traits that have been linked to autism spectrum disorders, and are thought to encompass a continuum that includes typically developing (TD) individuals. Although systemizing is hypothesized to be related to mathematical abilities, empirical support for this relationship is lacking. We examine the link between empathizing and systemizing tendencies and mathematical achievement in 112 TD children (57 girls) to elucidate how socio-cognitive constructs influence early development of mathematical skills. Assessment of mathematical achievement included standardized tests designed to examine calculation skills and conceptual mathematical reasoning. Empathizing and systemizing were assessed using the Combined Empathy Quotient-Child (EQ-C) and Systemizing Quotient-Child (SQ-C). Contrary to our hypothesis, we found that mathematical achievement was not related to systemizing or the discrepancy between systemizing and empathizing. Surprisingly, children with higher empathy demonstrated lower calculation skills. Further analysis using the Social Responsiveness Scale (SRS) revealed that the relationship between EQ-C and mathematical achievement was mediated by social ability rather than autistic behaviors. Finally, social awareness was found to play a differential role in mediating the relationship between EQ-C and mathematical achievement in girls. These results identify empathy, and social skills more generally, as previously unknown predictors of mathematical achievement.

The present study examines how both between group (i.e., ethnic group membership) and within group cultural factors (i.e., nativity status, age of immigration, and perceived discrimination) may contribute to anxiety and related symptoms in Latinx with anxiety disorders. Baseline data were examined from patients who participated in one of the largest intervention studies for adults with anxiety disorders in primary care settings; 196 Latinx and 568 NLW (non-Latinx White) patients participated. Proportions of anxiety disorders were similar between Latinx and NLWs; however, Latinx, on average, had a greater number of anxiety disorders than NLWs. Levels of anxiety and depression symptom severity, anxiety sensitivity, and mental functional impairment were similar between the ethnic groups. Latinx expressed greater somatization and physical functional impairment than NLWs. Among Latinx, perceived discrimination, but not other cultural variables, was predictive of mental health symptoms while controlling for age, gender, education, and poverty. Overall, these findings suggest more similarities than differences in types and levels of anxiety and anxiety-related impairment, with some important exceptions, including greater levels of somatization and physical functional impairment among Latinx patients. Further, perceived discrimination may be an important factor to consider when examining risk for greater symptom burden among Latinx with anxiety.