Interplay Between Social–Emotional Competence, Executive Function, and Early Mathematical Skills: The Impact of Math Anxiety in Preschoolers

This study investigated the developmental cascade from social–emotional competence (SEC) to early mathematical skills via executive function (EF), specifically examining the moderating role of math anxiety (MA) as a resource dampener and gender heterogeneity. Participants included 765 Chinese preschoolers (mean age = 61.08 months; range: 48–82 months). Results indicated that working memory was the most robust EF predictor of mathematical performance. While SEC facilitates EF as a foundational platform, MA functions as a resource dampener, disrupting the neurobiological efficiency of both social–emotional and cognitive resources. Crucially, multi-group analyses revealed gender-specific patterns: the developmental cascade was robust in boys but highly susceptible to anxiety interference in girls. These findings establish that early mathematical development is an inherently socio-emotional process. The results emphasize the urgency of early anxiety-reduction interventions, particularly for girls, to ensure that foundational developmental assets are successfully translated into mathematical achievement.