In this paper, we investigated the contribution of both cognitive and affective factors to mathematical skills. In particular, we looked at the protective role of self-concept for mathematical learning and performance. In a field study, we tested the relation of math self-concept and short-term visuo-spatial working memory to the mathematical abilities of second- grade primary school children in Italy (N = 105). Measures included the “Test for the evaluation of calculating and problem-solving abilities” (AC-MT 6–11), the backward Corsi blocks test (Battery for Visuo-Spatial Memory), and the mathematics self-concept sub-scale of the Self-Description Questionnaire-I (SDQ-I, Italian version). As expected, correlation and moderated regression analyses showed that mathematics self-concept and working memory both positively predict mathematical operations and numeracy, but not accuracy. Simple slope analysis confirmed our moderation hypothesis, with working memory predicting mathematical abilities at low levels of math self-concept, but not at medium and high levels. The theoretical and practical implications are discussed.

在本文中，我们研究了认知和情感因素对数学技能的贡献。我们特别研究了自我概念对数学学习和表现的保护作用。在一项实地研究中，我们测试了意大利二年级小学生的数学自我概念和短期视觉空间工作记忆与数学能力的关系（N  = 105）。测试内容包括“计算和解决问题能力评估测试”（AC-MT 6-11）、后向 Corsi 块测试（视觉空间记忆电池）以及数学自我概念子量表。自我描述问卷-I（SDQ-I，意大利语版）。正如预期的那样，相关性和调节回归分析表明，数学自我概念和工作记忆都可以积极预测数学运算和计算能力，但不能预测准确性。简单的斜率分析证实了我们的调节假设，工作记忆可以预测低水平数学自我概念的数学能力，但不能预测中高水平的数学能力。讨论了理论和实践意义。