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Dynamics and Intervention Research (InterLearn), University of Jyväskylä; 5Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland Early school years are critical for developing reading and mathematics skills, which are vital for workforce adaptability and well-being (Light & McGee, 2015). Foundational skills in math and reading predict later academic success, mental health, and socioeconomic outcomes (Khanolainen et al., 2020). This study examines the associations between anxiety and reading and math skills, as anxiety can negatively affect performance across academic domains (D’Agostino et al., 2021). Participants in this study were drawn from a longitudinal project tracking Finnish children from age 2 to 9. Data were collected from 668 Grade 2 and 711 Grade 3 students, totaling 800 participants. Reading and arithmetic fluency were assessed alongside self-reported math and reading anxiety. The study utilized cross-lagged panel analysis to analyze relationships over time. Our findings show that lower reading skills predict increased reading anxiety, but not vice versa. A bidirectional relationship between math anxiety and arithmetic fluency suggests mutual influence, while poor reading fluency predicts slower arithmetic growth. No significant gender differences were found, indicating universal applicability of interventions. Promoting reading fluency is key for both academic and emotional development, benefiting outcomes in reading and math. Given our findings, it is essential to address both the cognitive and emotional aspects of children’s academic development in the early stages of primary school. D’Agostino, A., Spagnolo, F. S., & Salvati, N. (2021). Studying the relationship between anxiety and school achievement: evidence from PISA data. Statistical Methods & Applications, 31(1), 1–20. https://doi.org/10.1007/s10260-021-00563-9 Khanolainen, D., Psyridou, M., Silinskas, G., Lerkkanen, M., Niemi, P., Poikkeus, A., & Torppa, M. (2020). Longitudinal effects of the home learning environment and parental difficulties on reading and math development across grades 1–9. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.577981 Light, A., & McGee, A. (2015). Employer learning and the “Importance” of skills. Journal of Human Resources, 50(1), 72–107. https://doi.org/10.3368/jhr.50.1.72
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